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ENGLISH   IN  BUSINESS 

FOR    STUDENTS    IN    COMMERCIAL 
AND  GENERAL  SECONDARY  SCHOOLS 


By 
DTTDLF.Y   MILES,  Ph.D. 

Chairman  of  Department  of  English,  The  Evander  Childs 
High  School,  New  York  City;  Instructor  in  Business  Eng- 
lish, New  York  Chapter,  American  Institute  of  Banking 


NEW   YORK 
THE   RONALD   PRESS   COMPANY 

1920 


Copyright,  1920,  by 
The  Ronald  Press  Company 


'     ,  5 


PREFACE 

This  book  is  for  boys  and  girls  wlio  are  going  out  into  active 
life  rather  than  for  those  who  go  on  to  college.  It  will  meet 
the  needs  of  those  commercial  high  schools  that  train  ex- 
clusively for  a  business  career.  It  will  also  meet  the  needs 
of  the  general  high  schools  with  commercial  departments  or 
elective  courses  in  business,  for  it  contains  the  fundamentals 
of  good  writing  for  any  purpose  whatever.  It  should  prove 
useful  in  all  those  continuation  and  corporation  schools  that 
give  training  to  boys  and  girls  who  have  gone  to  work  before 
securing  a  high  school  diploma.  In  short,  it  is  designed  to 
meet  the  needs  of  all  secondary  schools  that  pursue  the  larger 
aims  of  business  education. 

Business  men  are  no  longer  content  with  boys  and  girls  who 
have  been  prepared  merely  as  stenographers  and  bookkeepers. 
Commercial  courses,  to  be  sure,  endeavor  to  train  young 
people  to  do  one  thing,  or  a  few  related  things,  with  skill  and 
accuracy.  But  they  also  endeavor  to  furnish  wide  knowledge 
of  the  whole  business  field,  so  that  the  pupil  may  pass  easily 
from  his  first  position  into  those  business  activities  which  his 
or  her  peculiar  abilities  will  make  most  congenial. 

In  this  wider  training,  the  instruction  in  English  is  of  prime 
importance.  As  the  Committee  on  Business  Education' 
phrases  it:  "English  is  the  most  fundamental,  universal,  and 
important  subject  of  the  commercial  curriculum."    But,  to 


'  The  Committee  on  Business  Education  of  the  Commission  on  the 
Reorganization  of  Secondary  Education,  appointed  by  the  National 
Education  Association. 


iv  PREFACE 

be  of  most  value,  English  teaching  must  place  the  emphasis 
on  the  right  matters.  The  l^est  thinking  of  the  country 
on  this  problem  is  to  be  found  summarized  in  the  report 
"Business  Education  in  Secondary  Schools."  The  emphasis 
there  placed  on  such  matters  as  oral  composition  and  com- 
mercial correspondence  is  reflected  in  the  present  volume, 
"English  in  Business." 

During  the  last  few  years,  moreover,  teachers  of  English 
have  been  engaged  in  a  systematic  search  for  the  most  direct 
and  effective  methods  of  teaching.  The  conclusions  of  the 
minds  most  actively  engaged  in  this  campaign  are  expressed 
in  striking  form  in  the  report  on  "The  Reorganization  of 
English  in  Secondary  Schools"^  and  with  fuller  detail  in  the 
findings  of  the  different  sections  of  the  Committee  on  Econ- 
omy of  Time  of  the  National  Council  of  Teachers  of  English. 
The  findings  of  the  other  committee  in  particular  have  made 
many  clearings  in  the  forest  of  rhetorical  theory.  They  have 
thinned  out  some  three  or  four  regions  so  well  that  we  can  get 
our  bearings  for  a  successful  journey.  The  present  volume  is 
an  effort  to  make  these  directions  available  for  all  who  trj^ 
to  teach  others  how  to  express  ideas,  whether  in  the  set  forms 
of  discourse  or  in  the  situations  of  business  and  industrial 
life. 

What  to  omit  is  the  first  matter  that  has  received  the  con- 
sideration of  those  who  have  tried  to  improve  English  teach- 
ing. Successful  teaching  can  exist  only  where  the  essential 
topics  have  been  selected.  Upon  selection,  these  topics  can 
not  only  be  made  clear  to  every  student  but  can  be  given  such 


'  By  the  National  Joint  Committee  on  English  representing  the 
Commission  on  The  Reorganization  of  Secondary  Education  of  the 
National  Education  Association  and  the  National  Council  of  Teachers 
of  English. 


PREFACE  V 

emphasis  and  reiteration  that  the  boy  or  girl  may  gain  a 
mastery  of  them.  The  results  of  the  many  experiments  and 
investigations  to  determine  what  is  actually  essential  have 
been  winnowed  out  by  the  Committee  on  Economy  of  Time 
mentioned  above.  The  report  of  this  committee  is  followed 
in  this  book,  which  presents  the  topics  that  seem  necessary 
to  learning  how  to  express  one's  thoughts  in  the  English 
language. 

How  to  advance  is  the  second  matter  regarding  which 
teachers  are  coming  to  agreement.  The  present  volume 
applies  throughout  the  plan  worked  out  by  the  committee 
referred  to  above.  "  Master  one  thing  at  a  time  "  is  the  slogan 
of  success  in  teaching  secondary  English.  For  example,  do 
not  try  to  teach  a  freshman  all  rules  for  punctuation.  Drill 
him  on  an  essential  rule  or  two  at  a  time.  During  this  drilling 
make  sure  that  he  habitually  applies  these  rules  in  his  daily 
writing.  Pay  no  attention  to  his  other  errors.  When  he  has 
formed  the  right  habits  for  these  particular  rules,  pass  on  to 
new  rules.  With  every  new  advance  "dig  in  and  consolidate 
your  holdings.'^  In  the  next  semester  the  teacher  can  then 
count  on  the  pupil's  having  a  basis  from  which  to  set 
forward. 

In  the  present  volume,  certain  sections  in  Parts  I  and  III 
are  marked  with  a  star.  Such  sections  are  the  minimum  re- 
quirements established  by  various  scientific  studies  referred 
to  above.  These  minima  should  he  mastered.  Merely  to  cover 
them  in  the  book  is  not  sufficient.  The  principles  and  forms 
should  become  second  nature  to  the  pupil.  At  least  three-quarters 
of  each  class  should  be  brought  to  a  WO  per  cent  attainment  in 
these  essentials.  Without  this  mastery  all  future  progress  will 
be  haphazard. 

The  present  volume  provides  a  great  many  exercises  toward 


vi  PREFACE 

accomplishing  this  end.  It  indicates  how  the  principles  can 
be  applied  in  the  criticism  of  the  pupil's  speech  and  writing. 
For  example,  in  Exercises  9  (2),  10,  22  (2),  23  (3),  reference 
is  made  to  the  principles  which  are  developed  in  §  §  228,  206, 
209,  200,  and  upon  which  there  has  been  drill  in  Exercises  232, 
202,  209,  192.  If  the  abundant  exercises  in  the  book  should 
with  any  class  prove  insufficient  to  give  the  pupil  the  neces- 
sary skill,  the  teacher  may  wish  to  devise  similar  exercises  to 
develop  the  pupil  further  in  the  application  of  the  rule.  In 
many  matters,  as  in  Exercises  25,  27,  30,  the  teacher  can  pro- 
vide such  drill  by  selecting  illustrations  of  the  error  from  the 
writings  of  the  class  and  by  having  the  list  put  on  the  board 
or  distributed  in  mimeographed  form. 

How  to  develop)  in  the  pupil  the  ability  to  apply  the  funda- 
mental principles  to  the  criticism  of  his  own  work  is  the  third 
l)oint  emphasized  in  this  book.  Careful  proofreading  of  his 
writings  by  the  teacher  or  faithful  correction  of  his  spoken 
English  will  not  usually  succeed.  He  must  work  with  a  mo- 
tive. With  many  pupils  a  reading  of  the  introduction  for 
boys  and  girls  may  supply  an  incentive.  But  the  incentive  of 
usefulness,  though  never  lost  sight  of,  should  be  supplemented 
by  constant  training  of  the  pupil's  critical  powers.  When 
each  class  becomes  a  co-operative  society  to  detect  and  correct 
each  other's  errors  in  the  specific  matters  set  for  study,  nearly 
every  pupil  is  likely  to  develop  expertness  in  recognizing  a 
fault  when  he  sees  or  hears  it.  With  proper  guidance,  every 
pupil  can  also  be  brought  to  see  how  to  remedy  the  fault. 
W^hen  he  can  see  his  errors,  and  correct  them,  he  is  in  a  posi- 
tion to  use  English  effectively. 

The  exercises  in  this  book  lead  the  student  at  every  turn 
to  apply  the  principles  discussed  to  the  speaking  and  writing 
of  himself  and  his  classmates.     Class  discussions  arc  con- 


PREFACE  vu 

stantly  introduced  to  establish  the  appUcation  and  vaUdity 
of  the  principles  studied.  Throughout  the  text,  as  in  the 
written  Exercises  22  and  23,  the  pupil  is  directed  to  exchange 
his  paper  with  a  classmate.  The  teacher  may  wish  to  have 
one  class  exchange  with  another  or  in  letter  writing  to  ask 
the  pupils  to  address  their  letters  to  individual  members  of 
another  class.  Such  devices  have  proved  so  successful  in 
many  schools  that  the  users  of  this  book  will  probably  find 
them  invaluable. 

Part  I  deals  with  the  use  of  English  in  the  simplest  business 
situations.  Part  II  deals  with  English  in  situations  that  re- 
quire judgment,  tact,  diplomacy,  or  keen  intelligence.  Part 
III  presents  the  fundamentals  of  good  English  wherever  it 
may  be  used.  Much  of  Part  III  is,  for  high  school  pupils, 
essentially  review  material.  It  is,  however,  material  that 
must  be  mastered  at  the  outset  of  the  course  if  the  student  is 
to  attempt  the  other  work  of  the  book  satisfactorily. 

Chapters  XXVII  and  XXVIII  deal  with  the  construction 
of  the  sentence,  the  foundation  of  all  writing  and  speaking. 
Until  the  student  has  acquired  a  sentence-sense  he  cannot  go 
further.  The  selection  of  topics  for  the  first-year  work  in  the 
sentence  is  based  partly  on  the  reports  of  the  Committee  on 
Economy  of  Time  referred  to  above  and  partly  on  a  study  of 
minimum  essentials  in  Massachusetts,  New  York,  Illinois, 
Wisconsin,  and  Minnesota.  The  order  in  which  the  topics 
are  taken  up  in  class  is,  in  the  opinion  of  the  Committee, 
important.  The  sections  represent  successive  steps  in  the 
development  among  the  pupils  of  a  feeling  for  what  consti- 
tutes a  sentence. 

Chapters  XXIX,  XXX,  and  XXXI  deal  with  the  correct 
use  of  the  various  parts  of  speech.  Chapter  XXIX,  which 
deals  with  nouns  and  pronouns,  gives  chief  attention  to  pro- 


viii  PREFACE 

nouns  inasmuch  as  they  present  more  difficulties  than  do  the 
nouns. 

Chapter  XXXII  deals  with  spelling.  It  embodies  fully  the 
findings  of  the  Committee  on  Economy  of  Time  on  that  sub- 
ject. It  is  based  on  the  scientific  lists  drawn  up  by  Jones, 
Ayres,  and  other  students  of  the  field. 

Chapters  XXXIII  and  XXXIV  deal  with  the  use  of  capital 
letters  and  with  punctuation.  The  rules  in  Chapter  XXXIII 
follow  closely  the  phrasing  of  the  Committee  on  Economy  of 
Time.  They  have  the  virtue  of  being  so  specific  as  to  be 
easily  observed  by  young  people. 

The  arrangement  of  the  book,  it  will  be  seen,  is  intended 
to  fit  the  growing  abilities  and  needs  of  various  classes  of 
pupils.  In  the  first  year,  the  teacher  of  well-trained  classes  can 
in  general  follow  the  order  of  chapters  in  Part  I.  Whenever 
faults  appear,  he  can  turn  to  the  matters  upon  which  drill  is 
furnished  in  Part  III,  particularly  to  the  sections  marked  with 
a  star.  With  less  well-trained  classes  it  may  be  advisable,  as 
was  suggested  above,  to  spend  a  good  deal  of  time  on  Part  III 
at  the  beginning  in  drilling  the  first-year  students  into  a 
sentence-sense  and  the  correct  use  of  grammatical  forms. 
As  the  mastery  of  essentials  is  the  basis  of  progress,  such  drill 
will  in  the  long  run  result  in  saving  time.  The  sections  of 
Part  III  not  marked  with  a  star  can  most  profitably  be  de- 
ferred to  the  second  year. 

The  second  year  should  carry  the  study  through  Part  I 
and  to  Chapter  X  in  Part  II.  The  unmarked  sections  of  Part 
III  may  also  be  taken  up  with  profit.  Throughout  the  year 
the  starred  sections  should  receive  constant  review.  These 
essentials  cannot  be  implanted  too  firmly  in  the  practice  of  the 
pupils. 

The  third  (or  fourth)  year  will  be  completely  filled  with  the 


PREFACE  IX 

work  of  Chapters  X  to  XVI,  Part  II.  The  problems  of  these 
chapters  will  remain  theoretical  with  the  students  until  they 
acquire  some  practical  business  experience.  The  sales  letter 
in  particular  is  very  difficult  to  teach  to  students  who  have 
never  worked  in  a  store  or  factory.  But  a  study  of  even  the 
sales  letter  may  be  made  very  profitable  for  the  understand- 
ing it  will  give  of  the  underlying  purposes  of  business. 

This  text  is  thought  to  be  in  advance  of  other  texts  in  its 
exemplification  of  what  to  omit,  its  emphasis  on  minimum 
essentials,  and  its  development  of  ability  to  criticize  one's 
own  work.  Much  of  it  has  worked  well  in  actual  classroom 
procedure  for  some  years  past.  But  every  teacher  who  uses 
the  text  will  confer  a  favor  upon  the  author  by  sending 
in  his  or  her  suggestions  for  improvement  in  the  second 
edition. 

In  preparing  a  work  of  this  kind  an  author  contracts  obliga- 
tions that  are  too  numerous  to  mention  in  a  preface.  Many 
business  houses  have  very  generously  furnished  letters  from 
their  files,  and  other  material  without  which  it  would  have 
been  impossible  to  write  the  chapters  on  commercial  corre- 
spondence. They  have  in  many  cases  been  very  kind  in  pro- 
viding suggestions  and  advice  on  the  problems  that  have 
arisen  in  their  own  experience  with  letter  writing.  Conse- 
quently the  chapters  on  that  subject  are  not  a  theoretical  dis- 
cussion but  represent  the  efforts  of  those  all  over  the  country 
who  have  been  engaged  in  the  "Better  Letters"  campaign. 
The  author  takes  this  opportunity  to  thank  representatives 
of  the  following  houses: 

American  Multigraph  Sales  Company,  Burroughs  Adding 
Machine  Company,  George  La  Monte  and  Son,  The  Glidden 
Company,  The  B.  F.  Goodrich  Rubber  Company,  Dennison 
Manufacturing  Company,  Diamond  Crystal  Salt  Company, 


X  PREFACE 

Du  Pont  Fabrikoid  Company,  Eaton,  Crane  and  Pike  Com- 
pany, Felt  and  Tarrant  Manufacturing  Company,  Gerhard 
Mennen  Chemical  Company,  The  Goodyear  Tire  and  Rubber 
Company,  H.  W.  Johns-Manville  Company,  John  Lucas  and 
Company,  Inc.,  Kalamazoo  Loose  Leaf  Binder  Company, 
L.  C.  Smith  and  Bros.  Typewriter  Company,  Montgomery 
Ward  and  Company,  National  Cash  Register  Company, 
The  National  Refining  Company,  Norton  Company,  The 
Office  Appliance  Company,  Packard  Motor  Car  Company, 
Palmolive  Company,  Portland  Cement  Association,  The 
Pyrene  Manufacturing  Company,  Remington  Typewriter 
Company,  Sayles  Finishing  Plants,  Schieffelin  and  Company, 
Sonora  Phonograph  Corporation,  The  Studebaker  Corpora- 
tion, Swift  and  Company,  Thomas  A.  Edison,  Inc. 

In  addition,  the  author  is  indebted  to  The  Better  Letters 
Association  for  permission  to  use  the  paragraphs  printed  on 
pages  28-29,  164,  166;  to  The  Guaranty  Trust  Company  for 
the  paragraphs  taken  from  "Trading  with  Australasia,"  on 
pages  23-24;  and  to  Printer^ s  Ink  for  the  report  printed  on 
page  203. 

Many  persons  have  aided  in  the  preparation  of  the  book. 
Ralph  Starr  Butler,  of  The  United  States  Rubber  Company, 
Sherman  Perry,  of  The  American  Rolling  Mill  Company, 
and  Frank  L.  Pierce,  of  The  Remington  Typewriter  Com- 
pany, have  contributed  in  matters  both  of  design  and  of  detail, 
particularly  with  regard  to  commercial  correspondence.  The 
selection  and  presentation  of  material  in  Part  III  has  bene- 
fited much  from  the  criticism  of  Sterling  Andrus  Leonard,  of 
the  Lincoln  School  of  Teachers  College. 

Similar  assistance  on  many  chapters  throughout  the  book 
has  been  received  from  E.  van  B.  Knickerbocker,  Ernest  S. 
Quimby,  and  Charles  W.  Raubicheck,  all  of  the  English  De- 


PREFACE  xi 

partment  of  The  Evander  Childs  High  School.  Others,  who 
prefer  that  their  names  be  not  mentioned  here,  have  done 
much  to  improve  the  appearance  and  the  arrangement  of  the 
entire  volume. 

Dudley  Miles. 

New  York  City, 
April  5,  1920. 


TO   THE    BOYS   AND   GIRLS   WHO   USE   THIS 

BOOK 

Why  are  you  planning  to  study  English  in  business?  Is  it 
merely  because  the  course  is  required?  Or  do  you  expect  to 
use  the  training  in  the  business  life  into  which  you  hope  to 
enter?  If  it  is  for  the  latter  reason,  you  may  be  sure  your  need 
will  be  great.  Indeed,  those  who  know  most  about  the  mat- 
ter think  the  importance  of  training  in  English  can  hardly 
be  overestimated.  Ralph  Starr  Butler  of  the  United  States 
Rubber  Company  declares:  "Among  the -qualifications  for 
success  in  the  business  world  I  know  of  none  more  important 
than  a  command  over  English."  A  high  official  in  one  of  the 
largest  banks  in  the  country  reported  only  the  other  day: 
"We  have  a  very  bright  young  man  in  one  of  our  depart- 
ments. I  once  thought  he  had  great  promise.  But  now  I  am 
not  sure  he  will  ever  rise  from  the  position  he  holds.  He 
simply  has  no  ability  to  make  a  report."  Every  business  man 
who  is  trying  to  find  capable  assistants  voices  the  same  de- 
mand. There  was  never  a  greater  opportunity  for  boys  and 
girls  with  a  command  over  English. 

Even  if  you  should  never  wish  to  secure  a  position,  you 
would  need  to  know  English.  You  will  be  talking  all  your 
life,  and  every  time  you  speak  you  will  wish  to  make  others 
understand  what  you  are  saying.  You  will  frequently  have 
to  make  purchases  at  a  shop,  and  will  wish  to  indicate  your 
preferences  clearly,  so  that  the  clerk  will  give  you  or  send  you 
what  you  want.  You  will  repeatedly  be  asking  questions  or 
answering  them,  and  in  neither  case  will  you  wish  to  necessi- 


xiv  TO  THE  STUDENT 

tate  too  many  other  questions.  In  fact,  no  one  can  engage 
successfully  in  the  business  of  living  without  the  power  to 
say  what  he  means  so  that  other  people  will  comprehend  his 
meaning. 

The  boy  who  expects  to  enter  the  great  world  of  buying  and 
selling  has  a  particular  need  for  command  over  the  English 
language.  At  the  very  threshold  of  his  career,  his  securing 
the  position  he  wishes  may  depend  on  the  kind  of  letter  he 
will  write  or  the  way  in  which  he  can  carry  on  a  conversation. 
If  he  applies  by  letter,  his  letter  must  make  a  better  impres- 
sion than  the  hundred  other  letters  the  employer  may  receive. 
He  cannot  afford  to  write  an  awkward  or  ungrammatical 
sentence,  or  to  misspell  or  fail  to  punctuate,  or  to  make  choice 
of  the  wrong  word.  If  he  is  granted  an  interview,  he  must  be 
able  to  utter  his  words  so  that  everyone  will  be  heard  and 
must  express  his  ideas  so  that  they  will  be  grasped  as  soon  as 
they  are  spoken.  These  requirements  are  equally  impera- 
tive in  the  case  of  a  girl. 

Business  men  require  that  applicants  should  at  least  be 
able  to  write  letters.  Letter  writing  follows  rules  just  as  base- 
ball does.  When  you  leave  school  and  apply  for  a  business 
position  you  will  be  expected  to  know  the  rules  for  letter 
writing  as  well  as  the  rules  for  writing  sentences  and  para- 
graphs. Your  relatives  and  friends  even  now  expect  you  to 
know  a  good  deal  about  the  acceptable  form  for  the  letters 
you  write  to  them.  The  business  man  is  likely  to  be  much 
more  exacting. 

Your  first  employment  may  perhaps  be  carrying  documents 
or  filing  papers  for  a  great  corporation  in  a  twenty-story  office 
building;  or  it  may  be  driving  the  delivery  wagon  and  helping 
out  in  a  corner  store.  You  must  be  able  to  understand  direc- 
tions exactly  and  to  repeat  messages  clearly  and  intelligently. 


TO  THE  STUDENT  xv 

Or  your  work  may  consist  of  wrapping  up  ribbon  and  spools 
of  thread,  and  taking  orders  when  the  manager  is  out  at 
hmcheon.  You  will  need  to  be  able  to  win  the  customer's 
attention  pleasantly  and  to  satisfy  her  thoroughly  with  her 
purchases.  All  this  is  included  in  the  field  of  business  English, 
It  must  be  mastered  if  you  are  to  succeed  as  a  salesman.  If 
you  have  visions  of  becoming  a  department  head  or  "buyer" 
or  of  managing  your  own  firm  some  day,  you  must  master 
perfectly  the  secret  of  satisfying  your  customers. 

Your  first  position  may  be  writing  routine  letters  along 
with  a  hundred  other  typists  or  collecting  the  monthly  bills  for 
a  small  grocer.  You  may  think  that  English  is  of  little  con- 
cern to  you.  You  will  find  that  for  advancement  much  skill 
in  English  is  required.  Even  in  writing,  routine  letters, 
ability  to  spell  and  punctuate  correctly  and  to  place  the 
message  on  the  page  with  pleasing  margins  all  about  will 
single  you  out  for  promotion.  To  collect  money  either  in 
person  or  by  letter  requires  in  many  cases  an  exceptional 
command  over  the  English  language.  He  who  can  both  get 
the  money  and  keep  the  customer  will  become  so  valuable  to 
his  employer  that  his  progress  in  business  will  be  assured. 

Besides,  every  shop  and  store,  whether  it  fill  a  single  room 
on  a  village  street  or  a  ten-story  building  covering  a  city  block, 
has  patrons  who  are  dissatisfied  with  the  cloth  or  the  fruit 
they  have  purchased  or  with  the  way  the  goods  were  de- 
livered. Angry  customers  may  cause  a  good  deal  of  trouble 
unless  one  knows  how  to  hear  claims  and  how  to  meet  them 
in  a  way  that  will  keep  the  customers  friendly.  A  thorough 
training  in  English  for  business  will  help  to  develop  that 
ability.  One  who  succeeds  in  developing  it  may  be  sure  that 
his  services  will  become  indispensable  to  his  employer. 

Your  duties  may  require  that  you  prepare  a  card  for  the 


xvi  TO  THE  STUDENT 

window  or  a  bulletin  announcing  some  event  to  the  em- 
ployees in  the  office.  If  you  can  produce  cards  or  bulletins 
that  attract  favorable  attention,  you  may  come  to  prepare 
announcements  and  advertisements  for  the  newspaper,  where 
your  ability  to  present  matters  in  such  a  way  as  to  win  others 
to  your  point  of  view  will  be  more  certain  of  reward.  Nearly 
every  business  nowadays  has  to  advertise  in  one  way  or 
another.  The  man  who  knows  how  to  advertise  in  a  way  that 
brings  in  ])usiness  is  sure  to  find  his  services  in  demand. 

English  in  lousiness  is  not  only  essential  but  may  be  the  key 
to  the  highest  positions  in  the  business  world.  It  leads  out 
into  many  avenues  of  influence  and  of  power.  But  to  practice 
the  art  of  salesmanship  or  to  succeed  in  winning  the  con- 
fidence of  your  customers  and  your  employers  and  associates 
in  the  many  dehcate  situations  of  business,  always  rests  upon 
a  thorough  mastery  of  the  fundamentals.  Can  you  speak 
and  write  perfectly  clear  sentences?  Can  you  explain  your 
ideas  so  that  others  understand  and  agree?  Until  you  have 
taken  these  first  steps — actually  the  most  difficult  in  the  race 
— you  cannot  hope  to  start  toward  the  goal. 

Let  us  begin,  then,  with  the  essentials. 


CONTENTS 

Part  I — Expressing  Ideas  in  Elementary  Business 
Situations 

Chapter  Page 

I.     Speech  in  Business 1 

II.     Letters  of  Order  and  Acknowledgment. ...  12 

III.  Grouping  Thoughts 23 

IV.  Unity  in  the  Sentence 32 

V.     Words 41 

VI.     Coherence  and  Emphasis  in  the  Sentence  .  51 

VII.     Remittances 65 

VIII.     Letters  of  Apphcation 82 

IX.     The  Newspaper 92 

Part  II— Expressing  Ideas  for  Effective  Business 
Communication 

X.     Letter  Form 105 

XL     Letters  of  Recommendation  and  Introduc- 
tion   127 

XII.     The  Letter  as  a  Whole 133 

XIII.  The  Wording  of  the  Letter 141 

XIV.  Letters  of  Inquiry  and  Information 152 

XV.     Developing  Ideas  Fully 160 

XVI.     Social  and  Official  Correspondence 170 

XVII.     Developing  Ideas  Clearly 182 

XVIII.     Explanation 192 

XIX.     Letters  of  Claim  and  Adjustment 205 

xvii 


xviii  CONTENTS 

Chapter  Page 

XX.     Argument 224 

XXI.     Credit  Letters 234 

XXII.     Collection  Letters 242 

XXIII.  Sales  Letters— Making  the  Contact 253 

XXIV.  Sales  Letters — Securing  Action 264 

XXV.     Sales  Talks 277 

XXVI.     Advertising 286 

Part  III — Expressing  Ideas  Clearly  and  Correctly 

XXVII.     Simple  Sentences 305 

XXVIII.     Complex  and  Compound  Sentences 318 

XXIX.     Correct  Use  of  Pronouns  and  Nouns 336 

XXX.     Correct  Use  of  Verbs 353 

XXXI.     Correct  Uses  of  Other  Parts  of  Speech 369 

XXXII.     Spelling 378 

XXXIII.  Essential    Uses   of    Capital    Letters   and 

Punctuation 389 

XXXIV.  More  Difficult  Punctuation 400 

Appendix 

Appendix  A — Glossary 413 

B — States    and    Territories    of    the    United 

States 424 

C — Abbreviations  of  Commercial  Terms  .  . .  425 

D— Telegrams 428 

E— Filing 431 

F — Proofreading 436 


ENGLISH    IN   BUSINESS 

Part   I — Expressing   Ideas   in    Elementary 
Business  Situations 


CHAPTER  V 

SPEECH  IN  BUSINESS 

*1.  Speaking  Clearly — Its  Necessity. — In  business  life  the 
voice  is  used  a  good  deal  more  than  the  pen.  The  clerk  be- 
hind the  counter  has  to  explain  why  one  piece  of  goods  is 
better  than  another.  The  secretary  in  the  office  has  to  give 
clearly  and  pleasantly  over  the  telephone  the  answers  to 
numberless  questions.  The  manager  has  to  dictate  letter 
after  letter  either  to  the  secretary  or  to  the  dictating  machine. 
In  the  meeting  of  a  board  of  directors  he  may  have  to  argue 
for  a  change  of  policy  in  the  conduct  of  the  store.  The  travel- 
ing salesman  who  comes  to  his  store  may  have  to  talk  a  long 
time  to  persuade  him  to  buy  an  adding  machine  or  a  brand  of 
candies.  In  short,  success  in  any  field  of  business  is  likely  to 
depend  on  one's  ability  to  talk. 

*2.  Speaking  Clearly — The  Means. — The  first  require- 
ment in  all  speech  is  that  every  word  be  heard  and  under- 

•  The  principles  on  which  this  chapter  is  constructed  are  explained 
in  the  Preface.  The  star  (*)  indicates  that  the  work  is  suited  to  first- 
year  pupils.  The  rest  of  the  chapter  should  be  deferred  to  the  second 
year. 


2  ELEMENTARY  BUSINESS  SITUATIONS 

stood.  The  vowel  sounds  in  particular  must  be  clearly  and 
correctly  uttered.  To  say  champeen  for  champion  or  dooty 
for  duty  at  once  marks  you  as  slovenly  and  ill-educated.  To 
utter  jist  ior  just,  kin  for  can,  wuz  for  was,  or  givan  for  go  on 
may  result  in  confusion.  The  sentence  may  have  to  be  re- 
peated to  be  understood,  and  that  is  always  a  serious,  some- 
times a  fatal,  drawback  to  a  business  interview  of  any  kind. 
Everyone  expecting  to  enter  business  should  study  the  vowels 
closely  and  practice  until  he  can  utter  them  correctly. 

The  beginnings  and  the  ends  of  words  are  another  source 
of  confusion.  Wot  for  what  may  be  understood,  but  it  is 
slovenly.  To  say  "I  got'm"  leaves  one  uncertain  whether 
one  means  "  I  got  him  "  or  "  I  got  them."  Hisn  and  hern  for 
his  and  her  are  little  worse  than  sawr  for  saw.  Final  d's,  fs, 
and  the  g  in  ing  should  be  uttered  with  particular  care  for 
sharpness.  Each  word  must  come  from  the  mouth  with 
distinctness. 

Indistinctness  comes  often  from  speaking  too  rapidly. 
When  words  are  run  together,  the  listener  may  receive  so 
blurred  an  impression  that  he  can  only  guess  at  what  is  said. 
"Seein'  she's  sorter  sore  'bout't,  whaddyethinkud  be  th' 
straight  thing  ter  do?"  A  man  who  leaves  his  listener's  mind 
in  such  a  whirl  as  this  uninterrupted  stream  of  sounds  would 
produce,  is  not  likely  to  rise  in  business.  Not  only  should 
each  word  be  distinct,  but  the  words  should  be  grouped,  with 
pauses  between  groups,  so  that  the  reader  can  catch  the 
meaning  without  a  moment's  loss. 

If  one  can  speak  not  only  distinctly  but  in  such  a  way  that 
others  like  to  listen,  success  is  more  nearly  certain.  The  tone 
of  voice  ought  to  be  as  pleasant  as  it  can  be  made,  yet  loud 
enough  to  be  heard  in  all  parts  of  the  room  or  hall.  Most 
Americans  pitch  the  voice  too  high.    The  lower  tones  are 


SPEECH  IN  BUSINESS  3 

richer  and  more  pleasing.  If  your  voice  sounds  unpleasant, 
few  persons  will  want  to  listen  to  you.  Indeed,  you  may  be 
regarded  as  a  nuisance.  If  your  voice  sounds  pleasant,  you 
will  probably  be  thought  an  agreeable  person  and  you  will 
have  less  trouble  carrying  on  any  business  you  may  have  in 
hand.  "  The  voice  with  the  smile  wins."  Only  practice  before 
someone  who  can  criticize  will  make  your  voice  both  perfectly 
clear  and  quite  pleasant.  Yet  both  clearness  and  pleasant- 
ness are  necessary  to  progress  in  business. 

In  fact,  learning  to  speak  well  is  very  much  like  learning 
a  game.  After  you  have  read  the  rules,  practice  is  necessary. 
Your  practice,  however,  should  be  accompanied  by  criticism. 
Otherwise  you  may  learn  to  play,  indeed,  but  to  play  badly. 
A  coach  will  show  you  where  you  are  going  wrong  and  how 
you  can  improve. 

This  book  contains  the  chief  rules  in  the  game  of  learning 
to  speak  well.  But  your  learning  depends  on  how  much  you 
practice  and  how  well  you  heed  the  coaching.  Your  teacher 
and  your  classmates  will  be  glad  to  coach  you  while  you 
do  your  best. 

*3.  Reports. — One  form  of  speech  which  will  be  required 
of  you  from  the  very  beginning  of  your  business  life  is  making 
reports.  At  first  they  may  be  fairly  simple — perhaps  only 
answers  to  questions  put  to  you — but  if  the  queries  were  not 
important  they  would  never  have  been  asked.  Besides,  you 
may  be  asked  to  report  on  your  daily  routine  work.  If  you 
are  unable  to  give  a  good  account  of  your  work,  your  em- 
ployer will  probably  conclude  that  you  have  failed  to  get  it 
well  in  hand,  although  such  may  be  far  from  the  case. 

As  you  are  advanced  to  more  important  duties,  you  will 
probably  be  sent  out  now  and  then  to  gather  information  on 


4  ELEMENTARY  BUSINESS  SITUATIONS 

some  phase  of  the  business.  At  such  a  time  a  good  report 
never  fails  to  make  a  good  impression,  but  a  poor  one  will 
probably  prove  fatal  to  future  advancement. 

Accuracy  is  essential  to  all  reports.  Close  observation  is 
necessary  in  order  to  make  sure  of  the  facts.  Notes  taken  at 
the  time  will  help  one  to  avoid  confusion  or  to  keep  from 
omitting  important  details.  The  facts  should  be  arranged  in 
the  order  easiest  for  the  superior  to  follow.  To  make  sure  of 
finding  and  using  such  an  arrangement,  some  kind  of  outline 
is  needed.  If  the  report  is  lengthy  or  contains  precise  details, 
the  outline  may  be  held  in  the  hand  during  the  report. 

Give  a  report  as  careful  attention  as  you  would  a  telegram, 
making  it  both  brief  and  clear.  Avoid  adjectives  and  adverbs 
as  well  as  all  words  implying  uncertainty.  Each  word  you 
use  costs  the  firm  money.  The  higher  the  chief  to  whom  you 
are  reporting  the  more  expensive  each  word  becomes;  for  the 
time  of  executives  demands  pay  proportionate  to  their  ability. 
A  long  introduction  is  rarely  necessary.  Select  the  main 
points  of  your  report  and  present  them  first,  withholding  the 
details  until  they  are  asked  for.  A  selection  of  the  main 
points  will  require  a  great  deal  of  thought  and  will  result  in  a 
better  understanding  of  the  subject.  You  will  find  this  un- 
derstanding useful  if  your  superior  should  care  for  detailed 
information. 

Messages  require  even  greater  care  for  the  reason  that  three 
or  more  persons  are  always  involved — the  person  who  sends 
the  message,  you  who  carry  it,  and  the  person  to  whom  you 
deliver  it.  An  express  company  will  not  receive  a  package 
improperly  packed.  A  messenger  cannot  afford  to  accept  an 
obscure  message.  With  an  express  package,  care  must  also 
be  exercised  in  transit,  or  delivery  in  good  condition  will  be 
impossible.     Messages  are  thought  packages.     Repeat  the 


SPEECH  IN  ENGLISH  5 

message  before  you  start,  to  make  sure  that  you  understand 
it.  Repeat  it  on  the  way,  to  make  sure  you  do  not  confuse 
parts.    Then  you  will  be  able  to  deliver  it  correctly. 

Make  your  reports  so  clear  and  accurate  that  they  can  be 
relied  on. 


"Exercise  1 


1.  Let  a  pupil  at  the  front  of  the  class  go  to  some  pupil  in  the  rear, 
ask  one  of  the  following  questions,  listen  carefully  to  the  answer, 
then  at  the  front  report  the  main  matter  in  that  answer. 

(a)  When  and  where  is  the  next  game?     Where  do  you  secure 

tickets,  and  what  is  the  best  way  to  reach  the  contest? 

(b)  When  and  where  is  the  next  meeting  of  your  club  or  society, 

and  what  is  to  be  the  business? 

(c)  What  is  your  business   arithmetic    (or   any   other)    class 

studying? 

(d)  What  did  you  do  yesterday? 

(e)  For  what  three  reasons  do  you  come  to  school? 

2.  The  class  may  criticize  for  the  points  in  §§  2,  3,  pages  1-5. 
The  pupil  who  gave  the  information  may  criticize  for  the  accuracy  of 
the  report.     Which  pupil  makes  the  best  report  during  the  period? 

Exercise  2 

*1.  You  have  been  appointed  on  the  sanitary  squad  of  the  school 
to  assist  the  teacher.  Go  to  the  rooms  which  you  have  been  asked 
to  visit  and  report : 

(a)  Writing  on  the  blackboards. 

(b)  Chalk  and  erasers  not  put  away. 

(c)  Chalk  lying  on  the  floors  or  in  the  hallways. 

(d)  Paper  and  books  left  lying  about. 

Let  the  class  discuss  (1)  whether  your  report  was  delivered  in  a 
clear  and  pleasant  voice,  and  (2)  whether  the  statement  of  facts  was 
accurate  and  easy  to  follow. 


6  ELEMENTARY  BUSINESS  SITUATIONS 

*2.  Make  an  oral  report  on  one  of  the  recitation  periods  of  j^our 
class.  The  details  may  be  settled  by  the  class,  or  you  may  consider 
these  points : 

(a)  Which  student  made  the  best  recitation  and  why? 

(b)  How  many  pupils  contributed  to  the  lesson? 

(c)  Did  all  of  the  pupils  understand  the  lesson  by  the  end  of  the 

period? 

(d)  What  features  made  the  period  interesting  or  dull? 

Let  the  class  judge  as  in  part  1  of  this  exercise.  They  may  also 
report  on  whether  you  used  the  proper  cases  of  pronouns.  (See 
§§  197,  200.) 

*3.  You  have  been  selling  War  Savings  Stamps  or  tickets  for  some 
school  event,  or  soliciting  advertisements  for  the  school  paper,  or 
collecting  money  for  some  charitable  purpose.  Make  a  report, 
with  which  you  will  probably  wish  to  file  some  tabulated  statement 
of  the  sources  of  the  funds  and  the  amounts  collected.  Let  the  class 
judge  as  above.  They  may  also  report  on  whether  your  pronouns 
agreed  in  number  with  the  antecedents.     (See  §  198.) 

*4.  Your  class  has  decided  to  give  a  party,  and  you  have  been 
appointed  business  manager.  Make  a  report  on  the  best  place  to 
hold  it,  the  nature  of  the  preparations,  the  cost  of  providing  refresh- 
ments or  music,  and  other  matters.  What  is  the  best  point  in  the 
report  for  your  recommendations  to  the  class? 

5.  As  business  manager  of  some  athletic  team,  you  have  been 
asked  to  report  to  the  treasurer  on  the  necessary  equipment.  You 
will  have  to  outline  the  investigation  carefully  before  you  make  it, 
including  such  points  as  the  number  of  men,  the  equipment  each 
needs,  the  kinds  of  equipment  available,  the  amount  rec[uired  from 
the  treasurer  to  cover  these  expenses.  Again,  you  will  wish  to  file 
a  tabulated  statement.     What  shall  it  contain? 


Exercise  3 

A  number  of  interesting  subjects  for  reports  will  be  found  in 
Exercises  55,  57,  59,  61,  63. 


SPEECH  IN  ENGLISH  7 

Exercise  4 

1.  Prepare  a  report  to  the  class  on  one  of  the  inventors  and  their 
inventions  listed  below: 

(a)  Watt  and  the  steam  engine. 

(b)  Arkwright  and  spinning. 

(c)  Eli  Whitney  and  the  cotton  gin. 

(d)  Robert  Fulton  and  the  steamboat. 

(e)  Sir  Henry  Bessemer  and  steel. 

(f)  S.  F.  B.  Morse  and  the  telegraph. 

(g)  Alexander  Graham  Bell  and  the  telephone, 
(h)  Thomas  A.  Edison  and  the  electric  light, 
(i)    Selden  or  Haynes  and  the  automobile. 

(j)    The  Wright  Brothers  and  the  airplane, 
(k)  Marconi  and  wireless  telegraphy. 
(1)    McCormick  and  the  harvester. 

You  will  find  information  about  these  men  in  the  encyclopedias 
or  in  books  dealing  with  inventions.  You  may  find  biographies  of 
some  of  them.  In  dealing  with  the  life  of  an  inventor  it  is  interest- 
ing to  discover  (1)  how  he  came  to  make  the  invention.  What 
were  the  conditions  in  the  industry  or  in  common  life  before  the 
invention?  How  did  the  inventor  become  interested  in  making  the 
invention?  It  is  also  interesting  to  discover  (2)  how  the  invention 
has  improved  conditions.  Has  it  made  work  easier  for  men?  Has 
it  increased  production? 

Consider  these  matters  in  gathering  your  material: 

(a)  How  can  you  interest  your  classmates  by  your  first  sentence? 

(b)  How  early  should  you  tell  them  your  exact  subject? 

(c)  Draw  up  an  outline  or  set  of  notes,  on  which  you  write 

down  the  sentence  with  which  you  expect  to  begin  each 
division  of  your  talk.  This  sentence  ought  to  summarize 
in  some  way  the  preceding  division  and  announce  the 
topic  of  the  present  division. 

(d)  Is  the  order  of  the  ideas  easy  for  the  class  to  follow? 

(e)  How  can  you  end  so  as  to  make  your  classmates  feel  that  you 

have  added  something  to  their  stock  of  information  or 
ideas? 


8  ELEMENTARY  BUSINESS  SITUATIONS 

2.  Let  the  class  be  divided  into  committees,  each  committee  to 
consider  one  of  the  following  topics : 

(a)  Distinctness  of  utterance  and  pleasantness  of  voice. 

(b)  Ease  of  posture. 

(c)  Beginning  and  conclusion. 

(d)  The  plan  and  the  connectives. 

(e)  The  substance  of  the  talk,  including  the  invention  and  the 

effect  of  the  invention. 

When  the  speaker  has  completed  his  address,  he  may  call  on  some 
member  of  each  committee  to  criticize  the  speech  from  the  point  of 
view  of  that  member's  committee. 


Exercise  5 

1.  Prepare  for  a  report  to  the  class  on  one  of  the  business  men 
listed  below: 

(a)  Marshall  Field. 

(b)  Andrew  Carnegie. 

(c)  Edward  Harriman. 

(d)  John  D.  Rockefeller,  the  elder. 

(e)  James  J.  Hill. 

(f)  George  Peabody. 

(g)  Charles  M.  Schwab. 

(h)  John  Pierpont  Morgan,  the  elder, 
(i)  The  wealthiest  man  in  your  state, 
(j)    The  most  successful  business  man  in  your  town. 

In  dealing  with  the  lives  of  business  men  you  will  find  it  very 
interesting  to  study  (1)  the  reason  for  their  success.  Was  it  great 
mental  ability?  Was  it  due  to  ability  to  size  up  men  and  induce 
them  to  co-operate?  What  part  did  opportunity,  or  good  fortune, 
or  sheer  luck  have  to  do  with  their  rise?  It  is  also  interesting  to 
study  (2)  the  service  they  rendered  to  their  country.  Did  they  de- 
velop new  resources?  Did  they  organize  better  methods  of  business? 
Did  they  engage  in  philanthropic  work? 


SPEECH  IN  ENGLISH  9 

You  will  find  material  for  the  lives  of  these  men  in: 

The  New  International  Encyclopedia. 

The  International  Year-Book  (published  each  year  as  a  supple- 
ment). 

The  magazines  (use  the  index  or  the  Cumulative  Index). 

Biographies  or  histories.  (Induce  the  librarian  to  help  you  find 
what  books  are  available  for  the  subject  you  choose.) 

In  preparing  j^our  talk  consider  the  following  questions: 

(a)  What  ideas  at  the  beginning  will  catch  the  attention  of  the 

class? 

(b)  How  can  you  give  a  notion  of  what  your  purpose  is? 

(c)  Are  your  plan  and  your  connectives  so  clear  that  every 

member  can  follow  you?     Watch  particularly  the  way  in 
which  you  lead  from  one  topic  to  another. 

(d)  Does  your  conclusion  make  the  class  feel  that  you  have 

done  w^hat  you  promised  to  do  in  the  beginning? 

2.  Let  the  class  be  divided  as  in  Exercise  4,  part  2,  and  report. 
Exercise  6 

Similar  exercises  may  consist  of  studies  of  great  military  leaders, 
statesmen,  lawyers,  explorers,  scientists,  medical  men,  teachers,  or 
of  painters,  musicians,  and  authors. 


4.  Telephone  Conversation. — Every  day  the  telephone  is 
becoming  more  important  in  lousiness  life.  Knowledge  of  its 
use  is  a  valuable  preparation  for  many  positions.  Before 
trying  to  use  it,  read  the  directions  in  the  telephone  book. 
Keep  your  lips  close  to  the  transmitter  and  direct  your  voice 
into  the  mouthpiece.  Speak  slowly  and  distinctly,  and  re- 
member the  slogan :  "The  voice  with  the  smile  wins."  Your 
first  words  over  the  telephone  should  be :  "  Mr.  Doe  speaking," 


10  ELEMENTARY  BUSINESS  SITUATIONS 

or  "This  is  Mr.  Doe."  No  time  will  then  be  lost  in  inquiries 
before  stating  the  business  of  the  conversation.  You  should 
not  interrupt  a  person  while  he  is  speaking.  You  may  need 
to  make  pencil  notes  so  that  you  can  answer  his  points  when 
it  comes  your  turn.  At  the  close  of  the  conversation  do  not 
merely  hang  up  the  receiver.  Say  "Good-bye"  courteously. 
The  man  at  the  other  end  will  be  more  likely  to  think  of  the 
whole  conversation  pleasantly. 

Note:  P'or  exercises  in  telephone  conversation,  turn  to 
Exercises  113  (2),  119,  and  133  (1). 

5.  Dictation. — A  very  good  way  to  test  your  connnand  of 
language  is  to  dictate  letters.  The  first  requirement  is  that 
before  you  begin  dictating  you  plan  the  letter  carefully. 
Know  what  each  point  is  that  you  are  going  to  present  and 
what  details  you  intend  to  use  to  make  that  point  clear.  If 
you  can  picture  your  correspondent,  you  are  more  likely  to 
adapt  the  letter  to  the  needs  of  the  case. 

If  you  are  dictating  to  a  stenographer,  you  must  heed  what 
has  been  said  of  vowels.  Every  syllable  should  be  sounded 
distinctly.  You  cannot  say  accidenihj  for  accidentally  if  you 
expect  the  word  to  appear  correctly  in  the  letter.  If  you  say 
inseprable,  you  cannot  expect  to  find  inseparable.  Your  pro- 
nunciation must  be  correct,  too,  or  you  will  find  wrong  spell- 
ings in  your  letters.  If  you  say  gap,  you  cannot  expect  to 
find  gape.  If  you  say  crick,  you  can  hardly  hope  to  find 
creek. 

You  should,  moreover,  help  the  stenographer  to  get  the 
sense  of  what  you  say  as  well  as  the  syllables.  You  can  do 
this  best  by  grouping  the  words.  Every  sentence  falls  natur- 
ally into  groups  of  phrases.  The  words  of  those  phrases 
should  be  spoken  so  that  the  ear  will  catch  them  as  a  group. 


SPEECH  IN  ENGLISH  11 

You  can  help  her  further  by  announcing  the  period  at  the 
end  of  each  sentence. 

In  speaking  into  the  tube  of  a  dictating  machine  you  should 
be  equally  careful  to  utter  each  vowel  and  syllable  distinctly, 
to  pronounce  correctly,  and  to  group  words  into  phrases. 
You  will  in  general  have  to  speak  more  slowly,  so  that  every 
vibration  of  your  voice  will  be  recorded  by  the  moving  needle 
on  the  cylinder.  Remember  that  the  typist  who  is  transcrib- 
ing from  a  dictating  machine  has  no  facial  expression  to  guide 
her  and  must  rely  on  the  sounds  alone. 

There  is  one  feature  of  the  dictating  machine  that  must 
be  borne  in  mind.  You  cannot  cross  off  anything  that  has 
been  dictated.  The  letter  must  therefore  be  carefully  planned 
— very  carefully  planned — before  dictating  begins.  The 
paragraphs  and  the  periods  should  be  carefully  indicated. 
Let  every  feature  be  so  clearly  pointed  out  that  the  typist  will 
have  to  make  no  alterations. 

Note:  For  exercises  in  dictation,  see  Exercises  113  (1-b), 
114-117,  131,  132,  133,  135. 


CHAPTER  II 
LETTERS  OF  ORDER  AND  ACKNOWLEDGMENT^ 

*6.  An  Example  of  an  Order  Letter. — Though  speech  is 
beyond  doubt  the  commonest  use  to  which  English  is  put 
in  business,  letters  occupy  a  very  important  place.  Proba- 
bly the  simplest  and  most  frequently  written  kind  of  busi- 
ness letter  is  one  ordering  goods.  It  is  a  kind  of  contract 
between  the  purchaser  and  the  seller,  and  therefore  repre- 
sents the  essential  elements  of  business.  Study  the  following 
model  carefully: 

1335  Wheeler  Avenue 
Mount  Vernon,  N.  Y. 
April  1,  1930 

MeesPB.  Grimalkin  Brothers 
3033  Sixth  Avenue 
New  York,  N.  Y. 

Gentlemen: 

As  advertised  in  the  "Times"  this  morning,  please  send 
me  by  parcel  post  the  following  items: 

1  Blue  Serge  Middy  Suit,  with  knee  trousers,  size  8   $8.50 
3  Wash  Suits,  Oliver  Twist  style.  Color,  light 

blue,  size  5,  at  |3.50  10.50 

6  Boys'  Blouses,  madras,  mixed  black  and  pink  pat- 
terns, size  9,  at  .89  5.34 

$34.34 

I   enclose  my  check   for  Twenty-six  Dollars    ($36)   to 
cover  possible  delivery  charges.     Please  refund  any  balance 
due  me . 

Yours  truly, 
(Mrs.   Allan  Fontaine)  Mary  L.   Fontaine 


'  It  will  be  recalled  that  sections  marked  with  a  star  are  thought  best 
adapted  to  work  with  first-year  pupils. 

12 


ORDER  AND  ACKNOWLEDGMENT  LETTERS      13 

Why  is  the  address  legibly  written  at  the  top?  Why  is  the 
address  of  the  firm  given?  (Consult  pages  109-114.)  Why 
are  the  items  of  the  order  arranged  on  separate  lines?  Why 
are  the  figures  kept  in  a  column  and  added  up?  Does  the 
clerk  know  all  he  needs  to  know  about  each  item?  Can  you 
explain  what  each  point  in  each  description  means?  How 
does  Mrs.  Fontaine  indicate  payment?  Why  is  the  state- 
ment of  payment  made  last  instead  of  first? 

Many  mistakes  are  made  in  stating  the  inclosure  of  money. 
That  is  the  reason  the  words  "Twenty-six  Dollars"  are 
spelled  with  capitals.  An  additional  precaution  that  should 
always  be  taken  is  to  indicate  the  sum  by  both  words  and 
figures.  If  the  figures  had  been  placed  after  the  word  Twenty- 
six,  the  dollar  sign  would  have  been  omitted,  as  "Twenty-six 
(26)  Dollars." 

*7.  Cautions. — When  you  order  goods  by  mail,  you 
should  foresee  any  possible  mistakes.  Picture  what  will 
happen  when  the  letter  reaches  the  firm  or  person  who  is  to 
fill  the  order. 

1.  Will  he  in  every  instance  be  able  to  give  you  exactly 
the  article  you  wish?  That  is,  have  you  given  the  size,  shape, 
color,  style,  quality,  catalogue  number,  etc.,  of  the  article,  so 
that  he  can  make  no  mistake? 

2.  When  he  has  filled  the  order,  will  he  know  where  and 
how  soon  to  send  it? 

3.  Will  he  know  how  the  order  has  been  or  is  to  be  paid 
for? 

If  you  are  dealing  with  a  firm  that  furnishes  an  order  blank, 
you  would  do  well  to  use  the  blank,  because  it  helps  the  clerks 
to  check  up  items  more  accurately. 

In  ordering,  think  of  the  clerk  who  fills  your  order. 


14  ELEMENTARY  BUSINESS  SITUATIONS 

*Exercise  7 

Order  from  the  Victoria  Talking  Machine  Company,  Dallas, 
Texas,  the  following  records  for  the  Victoria  Talking  Machine: 
Taps,  N.  Y.  by  Schumann-Heink,  No.  87299,  $2;  On  Wings  of  Song,  by 
Heifetz,  No.  74583,  $1.50;  Hawaiian  Moonlight,  by  Smith's  Orches- 
tra, No.  18531,  .85;  That  AVonderful  Mother  of  Mine,  No.  18524, 
.85.  Give  the  date  of  the  catalogue  from  which  you  order,  and  pay 
for  the  total  by  money-order.  (If  you  have  never  seen  a  money- 
order  turn  to  pages  65—67,  and  learn  what  a  money-order  is.)  After 
you  have  written,  ask  yourself  the  three  questions  on  page  13. 

Exercise  8 

Order  from  the  Hathaway  Publishing  Compan}^  1,000  Broadway, 
New  York  City,  the  following  books:  Harrington's  "Advertising," 
$2;  Smith's  "Salesmanship,"  $4;  Nelson's  "Business  Forms,"  $3. 
Pay  by  express  money-order.  (See  pages  65-67  for  a  description  of 
the  express  money-order.) 

Have  you  arranged  the  items  so  that  the  shipping  clerk  can  check 
up  easily? 

*Exercise  9 

(a)  To  a  seedsman  for  six  different  kinds  of  seed  for  your  flower 

garden.     It  would  be  well  to  consult  a  catalogue. 

(b)  To  the  same  seedsman  for  six  different  kinds  of  seed  for 

your  vegetable  garden. 

(c)  Ten  dollars'  worth  of  staple  groceries  to  be  shipped  by 

freight. 

(d)  A  set  of  uniforms  for  a  baseball,  basketball,  soccer,  or  foot- 

ball team.     Be  sure  to  give  all  the  specifications  needed. 

(e)  Subscribe  to  some  weekly  magazine,  such  as  The  Literary 

Digest,  The  Outlook,  The  Saturday  Evening  Post,  or  Tlie 
Independent. 

(f)  Subscribe  to  some  monthly  magazine  (e.  g.,  The  Metropolitan, 

The  American)  to  be  sent  to  a  friend. 


()rj)i<:r  and  acknowledgment  letters     15 

(g)  Order  sleeping-car  accommodations  to  Chicago.  (If  you 
live  near  Chicago,  order  them  to  New  Orleans,  Boston,  or 
Portland,  Oregon.) 

1.  Write  orders  for  each  of  the  following. 

2.  After  completing  each,  consider  these  two  points:  (1)  Is 
every  word  spelled  correctly?  (2)  Have  you  used  the  comma  properly 
in  every  series?     (See  §  22S  [3].) 

*Exercise  10 

You  are  preparing  for  a  camping  party  of  two  weeks.  Order 
from  the  list  such  supplies  as  you  think  you  may  need.  Be  careful 
to  give  clear  shipping  directions  so  that  the  goods  will  surely  arrive 
when  needed.  After  writing  the  letter,  look  it  over  and  answer 
these  two  questions:  (1)  Are  all  the  words  spelled  correctly?  (2) 
Is  every  series  properly  punctuated?   (See  §  228  [3].) 


Soup— R.  &.  R.  Chicken  Broth 

with  Rice Tin 

Puffed  Wheat — Ouaker....Pkg. 
Corn  Flakes — Quaker.  .  .  Pkg. 
Hominy — Granulated  ....  Carton 
Yellow  Meal Carton 

Honey — Airline  Strained 

5  Oz.  Bottle 

Marmalade — Gold  Leaf — Cali- 
fornia  15  0z.  Jar 

Apricot  Preserves — Mayflower 
12  Oz.  Jar 

Raspberry  Preserves— May. 
flower 12  Oz.  Jar 

Ground  Chocolate  Povder — 
Maillard's 1  Lb.  Tin 

Olive  Oil — Excelsior  Brand 
Full  Quart  Tin 

Chow  Chow — A.  M.  &  C. 

19  Oz.  Jar 

Brandied  Peaches — H.S. Brand 
— California 27  Oz.  Jar 

Marshmallow  Mousse — Mail- 
lard's        Container 

Tea — Romona.l    Lb.    Canister 

Coffee — Plantation.  1  Lb.  Pkg. 


Tomatoes — Standard  Brand. Tin 

.11 

.12 
.  12 

Tomatoes — California 

No.  2y2  Tin 

.15 

.08 

Tomatoes — Strained.  .  No.  1  Tin 

.06 

.  11 

Peas — Noreca — Early  June.  .Tin 

.15 

.  11 

Corn — Kravemore Tin 

.18 

.18 

Soap — Noreca  Borax Cake 

Box  of  100  Cakes 

.06 
5,80 

.29 

Clarola  Peanut  Oil.  Pint  Tin 
Quart  Tin 
Gallon  Tin 

.45 

.75 

2.75 

.26 

Mackerel — Special  Pails  .  .Each 

1.35 

.26 

Sardines— California.  Small  Tin 
Large  Tin 

.17 
.28 

.59 

Salmon^ — A.  M.  &  C.   Large  Tin 
Small  Tin 

.35 
.23 

1.15 

Witch  Hazel— A.  M.  &  C. 

1/^  Pint  Bottle 
Pint  Bottle 

.27 
.47 

.35 

Castile  Soap— A.M.  &C.   Cake 
Box  of  6  Cakes 

.17 
.95 

.90 

Peroxide  of  Hydrogen 

1^  Pint  Bottle 

.14 

.24 

Wash  Boards— Carolina  Brand 
—  Medium  Size Each 

.29 

.50 
.36 

Scrub    Brushes — White    Swan 
Each 

.11 

16  ELEMENTARY  BUSINESS  SITUATIONS 

Exercise  11 

Order  from  the  articles  in  the  following  list.     Make  sure  your  de- 
scription is  so  exact  that  your  order  can  be  filled  to  your  satisfaction. 

25E67  Women's  black  or  white  Silk  53E77  Women's  Oxfords  of  brown 
Hose,  with  lisle  tops  and  soles;  3  pairs,  cordovan  calfskin;  leather  heels.  Special 
special,  $3.75;  per  pair.     .  $1.35  $8.60 

14E66     Hemstitched      Collar-and-cufi 

22E64,  22E65,  22E66  Women's  Gloves  Set  of  organdie;  white  combined  with 

of  French  glace  real  kidskin  of  unusual  beige,   hand-embroidered   in   beige  and 

pliability  and  wearing  quality,  and  em-  brown;also  white  combined  with  Copen- 

bodying    the    essential    points    of    the  hagen  blue,  embroidered  in  Copenhagen 

finely-sewed  and  well-fitting  glove.  In  blue  and  navy  blue.  Special  .  $2.46 
tan,  beaver,  slate  or  white;  also  in  white 

with  black  stitching.  The  usual  selling  44E57  Women's  Hat  Box  of  black  en- 
price  of  gloves  of  this  quality  is  $3.00.  ameled  duck,  lined  with  cretonne;  two 
Specially  priced  for  this  occasion,  per  hat  forms,  and  two  pockets;  leather 
pair,                                                          $1.95  corners  and  handle  (size_  18  x  18  x  12 

inches).     Initials  marked  in  red  or  white 

_        „                   .   ,         t     ^           ■  without  additional  charge      .      .      $6.76 
87E20  Sweetmeat  Jar  of  glass,  m  urn 

shape  entirely  overlaid  with  satin  bro-  21E52  Envelope  Bag  of  Persianleather, 

c^de  m  rose,  old-blue  or  gold,  finished  ^^^^    adjustable    handle;    black,   blue, 

with  gilt  galloon.     Special     .      .      $3.85  brown  or  tan;  also  in  black  long-grain 

patent    leather;    colored    moire    lined, 

63E76  Women's  Pumps  of  black  satin;  fitted  with  three  compartments    inside 

Louis  XV  covered  wood  heels.     Special  f^^me     pocket     and     mirror.     Special 

$5.85  ^i.iH) 

34E68  Sailor  Hat  of  glossy  straw,  with 
53E76  Women's  Dress  Pumps  of  patent  rolling  brim  trimmed  with  ribbon.  In 
eather;  Louis  XV  covered  wood  heels.  black  with  old-blue  ribbon,  or  in  navy 
Special $7,85       blue  with  old-rose  ribbon.    Special  $7.60 


Exercise  12 

Order  four  or  five  articles  of  wearing  apparel  for  yourself.  You  do 
not  know  the  exact  prices,  and  you  have  no  catalogue  for  the  de- 
scription.    Can  you  make  the  description  complete,  including  price? 

*Exercise  13 

Write  to  Montgomery  Ward  and  Company,  Chicago,  111.,  ordering 
a  baseball  bat,  two  baseball^,  two  catcher's  mitts,  a  mask,  and  a  pair 
of  baseball  shoes.  One  mitt  and  one  ball  are  to  be  delivered  to  a 
cousin  in  a  neighboring  town.  The  rest  are  to  be  shipped  to  you. 
How  can  you  arrange  this  order  clearly?  How  can  you  make  the 
shipping  directions  easy  to  follow? 


ORDER  AND  ACKNOWLEDGMENT  LETTERS       17 

Acknowledging  Orders 

8.  Examples. — Now  put  yourself  in  the  place  of  the  seller. 
Consider  what  he  should  do  with  the  orders  he  receives.  In 
particular,  how  should  he  acknowledge  an  order  which  is  so 
indefinite  that  he  cannot  fill  it?  There  is  an  old-fashioned 
way  and  a  modern  way.  The  old-fashioned  way  thinks 
only  of  the  convenience  and  safety  of  the  firm. 


Poor: 

March  13,  1920 
Mr.  Cyril  Towbin 
Bunker,  S.  C. 

Dear  Sir : 

Your  esteemed  order  of  recent  date  duly  at  hand  and  received 
prompt  attention.  In  reply  we  beg  to  state  that  we  are  unable  to 
fill  your  order  as  the  same  does  not  specify  which  part  of  the  order  is 
to  be  sent  to  your  cousin.  You  must  have  ordered  from  an  old  cata- 
logue, and  the  cost  of  each  article  is  now  much  higher.  Besides,  you 
enclosed  no  money  in  the  letter. 

If  you  will  write  out  another  order  from  our  latest  catalogue  and 
enclose  the  necessary  funds,  we  will  ship  the  goods  at  once. 

Very  truly  yours, 
Smith,  Jones  &  Co. 


The  modern  way  treats  the  customer  as  a  friend,  and 
speaks  of  the  whole  transaction  with  an  eye  to  his  interests. 
It  consequently  does  not  use  the  stilted  and  sometimes  mean- 
ingless language  of  the  "Poor"  letter  above,  but  a  simple 
and  natural  wording.  Since  it  is  friendly  in  spirit,  it  gives 
all  the  information  that  the  customer  may  need  to  secure 
exactly  the  goods  he  wants.  Compare  the  letter  on  the  next 
page  very  carefully  with  the  one  above. 


18  ELEMENTARY  BUSINESS  SITUATIONS 

Better: 

March   13,    1920 

Mr.  Cyrii  Towbln 
Bunker,  S.  C. 

Dear  Sir: 

We  thank  you  for  your  order  of  March  10,  but  as  we 
should  like  to  please  you  in  every  detail,  we  are  sencllne 
our  latest  "Sports'*  catalogue. 

The  baseball  goods  begin  on  page  25.  You  will  find 
that  the  price  of  all  leather  goods  has  advanced  since  the 
1916  issue  of  our  catalogue,  from  v;hich  you  ordered.  The 
quality,  however,  we  have  kept  as  dependable  as  ever. 

You  request  us  to  send  one  mitt  and  one  ball  to  your 
oouBin  in  Beaver.   Is  his  name  the  same  as  yours?  In  what 
county  is  Beaver  situated?  We  do  not  find  It  in  our 
postal  direotoi7. 

If  you  will  order  on  the  enclosed  blanks,  we  shall  be 
pleased  to  fill  the  order  to  your  complete  satisfaction. 

Very  truly  yours. 


Exercise  14 

1.  Take  up  each  of  the  points  made  in  Chapters  XII  and 
XIII.  Address  the  class,  coiiiparino;  the  two  letters  above  on 
each  point. 

2.  If  you  are  not  ready  to  do  this,  answer  the  followini>;  ques- 
tions: As  an  acknowledgment,  does  each  contain: 

(a)  Hearty  thanks  for  the  order? 

(b)  Definite  reference  to  the  order,  by  the  date  of  the  order, 

the  name  of  the  article,  the  customer's  order  number,  or 
the  shipper's  order  number? 

(c)  Conclusion  that  gives  evidence  f)f  a  desire  to  serve!' 


9.  Special  Cases  of  Acknowledgment. — Good   ])iisiness 
houses  are  very  careful  about  acknowledgment.      Many  have 


ORDER  AND  ACKNOWLEDGMENT  LETTERS      19 

the  rule  that  ordei-s  shall  be  acknowledged  the  same  day  they 
are  received.  For  this  purpose  post-card  forms  requiring  the 
insertion  of  only  a  date  or  order  number  are  used.  Orders 
from  new  customers,  however,  are  usually  answered  by  a 
letter.     Why? 

Where  for  some  reason  the  order  cannot  be  filled,  extreme 
care  must  be  used.    These  cases  may  be: 

1.  Only  part  of  the  order  can  be  filled,  or  the  stock  may  be 
exhausted  or  discontinued.  In  the  first  case  a  letter  should 
accompany  the  part  which  is  shipped,  stating  what  articles 
are  forwarded  and  explaining  the  reasorr  why  the  remainder 
will  be  delayed.  In  the  second  case  the  customer  may  be 
asked  whether  he  wishes  the  money  refunded  or  the  goods 
supplied  at  a  later  date.  He  may  be  informed  of  what 
stock  may  be  substituted  or  of  where  the  articles  may  be 
purchased. 

2.  The  description  is  inadequate.  If  an  old  catalogue  has 
been  used,  possibly  a  little  judgment  will  enable  the  clerk  to 
select  the  article.  If  the  description  is  too  indefinite,  the 
request  for  definite  information  should  be  so  phrased  as  to 
give  no  offense. 

3.  The  customer  has  forgotten  to  enclose  money  or  has 
enclosed  an  insufficient  sum.  Or  perhaps  he  has  ordered 
goods  to  be  sent  on  credit,  and  his  "credit  standing"  may 
require  investigation.  The  customer  should  be  courteously 
reminded  of  his  oversight  or  requested  to  furnish  proper 
references. 

4.  The  delivery  may  be  delayed  by  traffic  conditions.  The 
customer  should  be  notified  of  these  conditions.  This  should 
be  done  when  the  goods  go  forward.  In  large  shipments,  the 
bill  of  lading  or  the  bill  of  lading  and  the  invoice  are  sent  by 
mail  as  a  notice  of  shipment.    In  any  case,  some  notice  should 


20  ELEMENTARY  BUSINESS  SITUATIONS 

be  sent,  which  may  serve  as  a  means  of  checking  the  goods 
which  go  by  another  route  than  the  letter. 


Exercise  15 


1.  Write  appropriate  acknowledgments  to  the  order  letters  you 
have  written. 

2.  You  are  manager  of  a  shoe  factory  at  St.  Louis,  Mo.  A  strike 
of  the  employees  in  the  Terminal  Railway  Company,  which  controls 
all  rail  shipments  from  St.  Louis,  makes  it  uncertain  when  the  goods 
can  leave  your  factory.  Write  the  acknowledgment  of  a  large 
order. 

3.  You  are  a  correspondent  in  the  firm  to  which  you  sent  the 
order  in  Exercise  10  (page  15).  Five  of  the  items  are  temporarily 
out  of  stock.     Write  an  appropriate  acknowledgment. 

4.  You  are  correspondent  in  the  mail-order  house  of  Buyers  and 
Best,  191  Market  St.,  San  Francisco,  Cal.  You  have  received  from 
Mrs.  A.  M.  Burgess,  12  Santa  Clara  Ave.,  Sunapee,  Cal.,  the  follow- 
ing order: 

1  boy's  cap,  price  about $1.00 

1  doz.  men's  linen  handkerchiefs  at  about 3.50 

1  pr.  low  shoes,  not  over 7.00 

1  blouse,  pink,  size  36,  about 5.00 

Express  money-order  enclosed  for  $16.50. 

You  can  fill  the  second  item,  but  on  the  others  you  need  more 
definite  information.     Write  an  appropriate  acknowledgment. 

5.  Buyers  and  Best  have  discontinued  men's  furnishings,  and 
carry  only  women's  and  children's  goods.  Write  an  appropriate 
acknowledgment. 

6.  The  express  money-order  is  not  in  the  envelope  that  is  received 
by  Buyers  and  Best.     Write  an  appropriate  acknowledgment. 

7.  As  correspondent  for  Buyers  and  Best,  assume  that  the  de- 
scriptions are  adequate  but  that  Mrs.  Burgess  asks  you  to  charge  the 
amount  to  her  aunt,  Mrs.  Dewey  Simpson,  193  Landscape  Ave., 
Sunapee.  You  have  received  no  authorization  to  that  effect  from 
Mrs.  Simpson.     Write  an  appropriate  acknowledgment. 


ORDER  AND  ACKNOWLEDGMENT  LETTERS      21 
Following  up  an  Order 

10.  How  to  Secure  Delivery. — Formerly  a  good  many 
order  letters  ended  with  "send  at  once"  or  ''ship  at  yom- 
earliest  convenience."  Such  expressions  are  useless.  No 
house  can  succeed  today  that  puts  off  business  matters.  It 
makes  shipment  as  promptly  as  possible.  If  the  goods  are 
needed  by  a  particular  date,  the  order  should  specify  the 
time  and  explain  the  reason  for  haste.  It  is  well  to  request  a 
promise  of  delivery  by  that  date.  The  shipper  will  then 
probably  make  it  a  "rush  order"  so  that  he  may  live  up  to 
his  promise. 

If  you  fail  to  receive  the  goods  when  promised,  you  may 
have  to  write  an  inquiry  urging  immediate  action.  In  such  a 
letter  the  demand  for  courtesy  is  imperative.  Never  betray 
your  anger.  If  you  have  received  a  letter  acknowledging 
the  order,  refer  to  the  acknowledgment  by  number  or  date. 
Instead  of  emphasizing  your  disappointment,  make  the 
shipper  feel  that  he  is  hurting  himself.  You  may  threaten  to 
discontinue  your  patronage  if  you  do  not  secure  better  service 
in  the  future. 


Exercise  16 


1.  Your  dramatic  society  has  decided  to  present  Alfred  Noyes's 
"Sherwood."  A  week  ago  you  ordered  five  copies  from  the  F.  A. 
Stokes  Company,  New  York  City.  Write  again  urging  haste,  as 
your  society  has  only  a  limited  time  in  which  to  prepare  the  play  for 
production. 

2.  You  are  the  person  wlio  sent  in  the  order  in  Exercise  10  and 
received  acknowledgment  3  in  Exercise  15.  You  were  promised 
that  the  five  remaining  articles  would  arrive  the  day  before 
setting  out  for  your  camp.  They  have  not  arrived.  Write  a 
courteous  but  firm  letter,  countermanding  the  order. 


22  ELEMENTARY  BUSINESS  SITUATIONS 

3.  You  are  the  purchasing  agent  for  your  school  store,  in  which 
you  sell  tablets,  note-books,  pencils,  erasers,  pennants,  armbands, 
and  school  pins.  Order  from  the  Towne  Manufacturing  Company, 
812  Lake  St.,  Chicago,  111.,  your  supplies  for  the  first  month  of  the 
new  term. 

4.  As  a  correspondent  of  the  Towne  Company,  acknowledge  the 
order,  but  promise  the  school  pins  in  two  weeks,  as  they  have  to  be 
made  up  according  to  earlier  specifications. 

5.  As  purchasing  agent  you  have  waited  three  weeks.  Write  an 
appropriate  letter,  urging  haste,  as  the  demand  for  school  pins  is 
greatest  among  the  incoming  freshmen. 

6.  As  the  correspondent  (4),  explain  that  the  manufacturing 
jeweler  who  makes  up  the  pins  for  you  has  had  unusually  heavy  or- 
ders ahead  of  yours.  Promise  that  the  pins  will  go  forward  the 
next  day. 

7.  Write  your  coal  dealer,  reminding  him  that  it  is  now  one  full 
week  past  the  date  when  he  contracted  to  deliver  you  seven  tons. 

8.  As  the  dealer,  explain  that  the  railroad  was  unable  to  deliver  the 
coal  from  the  mines.     Promise  delivery  for  tlie  following  Monday. 

9.  Have  you  enough  business  letters  to  illustrate  the  three  types 
studied  in  this  chapter?  On  each  specimen,  write  a  comment  on  the 
arrangement  of  the  order,  its  definiteness,  the  courtesy  of  the  ac- 
knowledgment, and  the  other  qualities  described  in  this  chapter. 
Bring  the  best  example  of  each  type  to  class.  For  ease  in  filing,  you 
may  wish  to  make  a  separate  folder  for  each  of  the  three  types. 

Exercise  17 — Oral  Reports 

1.  Some  orders  with  which  you  (or  your  family)  have  had  trouble. 
Make  clear  whether  you  or  the  firm  was  at  fault  and  how. 

2.  How  orders  are  handled  in  a  large  firm.  Trace  the  order  from 
the  time  the  envelope  is  opened  to  the  shipment  of  the  goods. 

3.  Some  acknowledgments  that  caused  trouble.  Illustrate,  if 
possible,  the  value  of  courtesy  in  writing  an  acknowledgment.  Read 
some  actual  letters  illustrating  this  point,  if  you  can  secure  them. 

4.  Some  "rush  orders"  that  were  not  rushed.  Illustrate,  if 
possible,  the  difficulties  of  carrying  out  promises.  Should  a  firm 
promise  if  it  cannot  be  certain  of  performing? 


CHAPTER  III 
GROUPING  THOUGHTS 

*11.  Necessity  for  Grouping. — When  you  talk  or  write  in 
business,  you  do  not  engage  in  aimless  chatter.  You  have  a 
purpose.  You  wish  to  put  your  thoughts  before  others.  You 
wish  them  to  understand  something;  for  example,  the  reason 
for  the  high  price  of  eggs.  You  wish  to  interest  them,  as  in 
the  merits  of  a  new  typewriter  or  adding  machine.  On  most 
occasions  you  wish  to  bring  about  some  action  on  their  part, 
as  the  purchase  of  the  eggs  or  the  trial  of  the  adding  machine. 

To  accomplish  your  purpose  you  must  talk  or  write  so  that 
your  readers  see  clearly  what  3'ou  mean.  They  must  be  able 
to  follow  your  ideas,  and  each  idea  must  be  developed  fully 
enough  for  them  to  grasp  your  meaning  without  effort.  The 
less  trouble  they  have  in  getting  your  thought,  the  more 
successful  your  business  comnmnication  will  be.  Therefore, 
take  the  point  of  view  of  the  person  you  are  addressing. 

Australia  is  the  greatest  producer  of  wool  in  the  world.  It  ranks 
high  among  the  nations  exporting  wheat.  It  is  also  a  metallurgist's 
paradise,  containing  rich  workings  of  iron,  zinc,  gold,  copper,  tin, 
silver,  molybdenite,  tungsten  ores,  platinum,  and  radio-active  uran- 
ium ores.  It  has  in  addition  deposits  of  diamonds,  sapphires, 
emeralds,  opals,  turquoise,  tourmaline,  and  rubies.  In  short,  the 
resources  of  Australia  are  already  beyond  measure. 

Australia's  resources  can  be  so  developed  that  she  could  easily 
support  a  population  f)f  fifty  millions.  Her  eastern  states  (New 
South  Wales,  Victoria,  and  Queensland)  have  comparativeh'  little 
arid  interior.  All  the  states  are  undoubtedly  capable  of  great 
development.     In  Queensland,  which  runs  into  the  tropical  and 

23 


24  ELEMENTARY  BUSINESS  SITUATIONS 

subtropical  zones,  practically  anything  can  be  grown.  Dairy  pro- 
ducts and  grain  abound  along  its  southern  border,  and  a  few  hundred 
miles  to  the  north  pineapples,  bananas,  and  sugar  cane  grow  in 
abundance.  South  of  Victoria  the  small  island  of  Tasmania  has  a 
climate  probably  unequaled  anywhere  in  the  world,  with  fine  re- 
sources of  minerals  and  grain.  In  a  few  years  these  states  may  be 
filled  with  a  population  that  will  be  buying  goods  in  every  corner 
of  the  world. 

The  Australian  market  is  especially  desirable  to  the  United 
States,  because  the  seasons  are  the  reverse  of  those  here,  the  Aus- 
tralian summer  being  at  the  time  of  the  American  winter.  Besides, 
Australian  merchants  are  accustomed  to  placing  their  orders  about 
nine  months  before  the  goods  are  required.  Consequently,  if  the 
American  manufacturer  secured  Australian  orders  in  sufficient 
volume,  his  factories  could  run  continuouslj'  in  the  domestic  "off 
season."  He  could  fill  orders  during  the  dull  season,  which  occurs 
in  the  United  States  between  the  regular  seasonal  shipments  for 
domestic  trade,  and  thus  keep  his  plant  running  full  time  the  year 
round.  ^ 

What  is  the  topic  of  this  passage?  Can  you  sum  up  the 
thought  of  all  of  it  in  a  sentence?  What  is  the  topic  of  each 
paragraph,  that  is,  of  each  indented  part?  Sum  up  each  para- 
graph in  a  sentence.  Would  it  be  more  difficult  to  read  this 
passage  if  it  were  not  divided  into  paragraphs?    Why? 

A  paragraph  is,  then,  a  distinct  step  toward  your  purpose.  It 
is  a  group  of  ideas  that  belong  together  because  they  develop 
or  make  clear  a  thought  essential  to  your  purpose.  The  in- 
dention merely  helps  the  eye  to  see  that  one  of  these  new  steps 
or  groups  is  beginning.  Just  as  a  capital  letter  is  used  to 
announce  a  new  thought  or  sentence,  so  indention  is  used  to 
announce  a  new  group  of  thoughts.  It  helps  the  reader  to  see 
your  ideas  more  quickly  and  with  less  effort. 


^  "Trading  with  Australasia,"  issued  by  Guaranty  Trust  Co. 


GROUPING  THOUGHTS  25 

The  paragraph,  moreover,  helps  you  as  a  writer.  To  plan 
your  thought  in  paragraphs  is  an  aid  to  making  sure  that  you 
are  taking  the  point  of  view  of  the  reader.  Are  the  steps  in 
the  proper  order  to  lead  him  easily  to  the  conclusion?  In 
each  paragraph  do  all  the  sentences  help  to  make  clear  that 
stage  of  thought?  Are  the  paragraphs  fully  enough  developed 
to  be  clear?  Are  the  sentences  in  them  arranged  in  the  clearest 
order?  By  answering  these  questions,  you  can  make  sure  you 
are  putting  your  thoughts  into  the  form  easiest  for  the  reader 
to  understand. 

*12.  Topic  Sentence. — One  way  to  help  the  reader  is  to  tell 
him  in  a  sentence  exactly  what  you  are  going  to  discuss  in 
the  paragraph.  Such  a  sentence  may  be  called  a  topic  sen- 
tence. It  frequently  is  introduced  near  the  beginning.  In 
the  passage  above,  for  example,  the  third  paragraph  begins 
with  the  statement:  "The  AustraUan  market  is  especially 
desirable  to  the  United  States." 

In  the  first  paragraph,  however,  the  writer  prefers  to  lead 
up  to  the  thought  which  is  contained  in  the  last  sentence: 
"In  short,  the  resources  of  AustraHa  are  already  beyond 
measure." 

It  sometimes  happens  that  no  one  sentence  sums  up  the 
thought  of  the  paragraph.  But,  whether  the  writer  furnishes 
a  topic  sentence  or  not,  every  good  paragraph  can  be  summed 
up  in  a  single  sentence. 


Exercise  18 


Read  the  following  letter  sent  out  by  a  large  firm  to  all  its  traveling 
salesmen.  What  is  the  topic  of  the  letter?  Can  you  sum  it  up  in  a 
sentence?    What  is  the  topic  of  each  paragraph?    Find  or  make  a 


26  ELEMENTARY  BUSINESS  SITUATIONS 

topic  sentence  for  each.    Why  are  the  paragraphs  shorter  than  in  the 
first  passage  quoted? 

"One  of  our  salesmen  who  was  in  the  office  a  few  days  ago  made 
the  statement  that  one  of  his  competitors,  who  represented  one  of  the 
largest  packers,  had  worked  one  of  his  towns  with  a  population  of 
over  10,000  without  securing  a  single  order. 

"We  asked  this  salesman  if  this  was  the  fault  of  the  man,  the  ser- 
vice, the  price,  or  the  quality  of  the  goods.  He  said  it  was  '  the 
man.' 

"This  competitor  salesman  had  been  on  that  territory  over  four 
years.  He  thought  he  must  have  a  cheap  price  to  sell  goods,  and, 
accordingly,  quoted  the  lowest  priced  product  he  had,  resulting  in  the 
dealer's  receiving  a  cheap  price  and  cheap  goods.  This  left  the  dealer 
dissatisfied  and  under  the  impression  that  the  products  of  that  house 
were  inferior. 

"You  should  not  quote  ^Q  cows  to  a  dealer  who  should  have  ^l 
steers,  neither  should  you  quote  Excelsior  Bacon  to  a  dealer  whose 
trade  demands  nothing  better  than  Southern  Squares.  It  is  your 
duty  to  sell  your  customers  the  quality  of  goods  their  trade  demands. 
You  cannot  do  this  without  knowing  your  line,  and  when  you  are 
able  to  do  this  you  increase  your  prestige  and  improve  your  sales- 
manship. 

"Cheap  things  are  offered  for  people  who  cannot  pay  more— who 
must '  get  along'  the  best  they  can,  and  these  people  who  buy  cheap 
goods  invariably  pay  out  more  in  the  end  by  having  paid  less  in  the 
beginning. 

"If  you  have  dealers  who  cater  to  the  cheap  class  of  trade,  sell 
them  the  cheaper  goods — but  be  careful.  Remember  that  quality 
products  are  not  necessarily  the  most  expensive.  Generally  it  is  the 
other  way." 

Exercise  19 

Bring  to  class  a  newspaper  or  magazine  editorial  on  a  subject  that 
interests  you.  What  is  the  topic  it  deals  with?  Can  you  sum  it  up 
in  a  sentence?  What  is  the  topic  of  each  paragraph?  Find  or 
make  a  topic  sentence  for  each. 


GROUPING  TIIOUaHTS  27 

*13.  Plan  of  the  Whole  Composition. — Reread  the  letter 
on  page  26,  noting  especially  the  plan  of  the  whole,  which 
may  be  drawn  up  in  this  way: 

1.  The  competitor 

(a)  The  competitor's  failure 

(b)  The  explanation  of  it 

(c)  His  method 

2.  You 

(a)  Your  duty 

(b)  The  reason  for  it 

3.  The  proper  price 

Everything  in  the  letter  leads  to  the  final  paragraph.  The 
writer  wished  his  salesmen  to  get  the  notion  that  the  goods 
with  the  lowest  price  are  not  the  cheapest.  Every  business 
writer  must  take  the  same  care  in  thinking  out  the  steps  of  his 
message  that  will  bring  him  to  the  goal.  Plan  your  own 
letters  and  talks,  with  your  reader  or  hearer  constantly  in 
mind. 


Exercise  20 


1.  Outline,  in  a  form  like  that  above,  an  editorial  in  a  daily  paper 
or  a  weekly  review,  such  as  The  Outlook,  The  Indepcnde7it,  The 
Literary  Digest.  Show  how  each  paragraph  fits  into  the  purpose  of 
the  writer.     (For  the  formal  requirements  of  a  plan,  see  §  112). 

2.  Take  a  sliort  magazine  article  and  treat  it  in  the  same  way. 

3.  Apply  these  directions  to  the  letters  in  §  §  121,  122,  124,  125. 

4.  Draw  up  an  outline  for  three  of  the  following  letters.  Do  the 
topics  lead  up  to  the  conclusion? 

(a)  A  request  for  the  use  of  a  vacant  lot  or  field  as  a  ball  diamond. 

(b)  A  letter  explaining  a  holiday  bicycle  run,  a  walking  trip,  or 

an  autnmoliile  trip. 


28  ELEMENTARY  BUSINESS  SITUATIONS 

(c)  A  letter  in  which  you  endeavor  to  sell  a  particular  kind  of 

typewriter. 

(d)  A  letter  requesting  your  principal  to  permit  certain  mem- 

bers to  leave  school  early  to  play  a  scheduled  ball  game. 

(e)  A  letter  to  a  college,  setting  forth  your  qualifications  for  a 

scholarship. 

(f )  A  letter  requesting  your  teacher  to  permit  the  class  to  prepare 

and  present  a  program  during  the  regular  class  period. 

(g)  A  letter  inducing  students  to  subscribe  to  the  school  period- 

ical, 
(h)  A  letter  urging  students  to  attend  the  next  ball  game,  with 
directions  how  to  reach  the  point  where  it  is  to  be  played. 


*14.  Outlines. — Every  paragraph  that  consists  of  more 
than  a  single  sentence  has  to  be  planned.  The  arrangement 
of  the  sentences  in  it  is  as  important  as  the  arrangement  of 
the  paragraphs  in  the  letter  or  report.  Business  writers  and 
talkers  are  extremely  careful  of  this  matter,  as  the  following 
address  shows: 

An  appeal,  regardless  of  what  it  is,  in  a  letter  or  advertisement 
makes  either  a  favorable  or  an  unfavorable  impression.  I  remember 
Hugh  Chalmers  saying,  "  Never  put  into  a  letter  anything  which  has 
not  a  cash  value."  In  other  words,  make  every  word  cf  your  letter 
pay  a  profit;  and  if  what  I  have  to  say  is  properly  applied,  it  will 
make  the  words  and  sentences  and  paragraphs  and  demonstration 
parts  of  j'our  letters  more  effective.  It  will  make  every  word  pay 
a  profit. 

The  first  sentence  is  either  going  to  kill  your  letter  or  otherwise. 
The  psychology  that  I  have  for  the  first  sentence  was  learned  when  I 
was  on  the  road  as  sales  manager  of  a  little  concern  up  in  Michigan 
a  good  many  years  ago.  I  went  over  the  territory  with  a  man  who 
didn't  seem  to  be  producing  very  well.  We  sold  a  line  of  perfumes. 
We  went  into  a  druggist's  one  afternoon,  and  this  is  what  he  said, 
handing  the  proprietor  a  bottle  of  perfume :     "I  represent  the  So-So 


GROUPING  THOUGHTS  29 

Chemical  Company,  and  we  have  a  nice  hne  of  perfumes,  and  I 
think  it  will  make  you  a  good  seller,"  or  words  to  that  effect.  The 
druggist  looked  over  his  shelves,  whereon  he  had  as  many  kinds  of 
perfume  as  the  grocery  store  has  kinds  of  breakfast  food,  and  decided 
that  he  was  not  interested  in  our  particular  perfume. 

In  approaching  the  next  place  it  seemed  to  me  that  we  ought  to 
try  a  new  point  of  contact,  in  other  words,  make  our  first  sentence 
psychologically  correct,  so  I  made  this  suggestion:  "When  you  go 
into  this  man's  place  of  business,  hand  him  the  bottle  of  perfume  and 
say  something  like  this,  'Here's  a  perfume,  Mr.  Jones,  which  will 
make  you  40  per  cent  net  profit,  and  if  these  sizes  don't  sell  we  will 
exchange  them  for  sizes  that  will  sell  in  your  community.'  "  Immed- 
iately we  developed  a  point  of  contact  there  which  was  right.  It 
emphasized  a  cash  profit  to  the  man  to  whom  we  were  talking.  That 
is  the  kind  of  psychology  that  I  brought  back  from  that  trip  and  ever 
since  have  been  putting  into  my  letters.  ^ 

The  plan  of  the  first  paragraph  may  be  drawn  up  thus: 

1.  An  appeal  is  favorable  or  unfavorable. 

2.  Hugh  Chalmers'  test  of  a  favorable  appeal. 

3.  My  address  will  show  you  how  to  meet  the  test. 


Exercise  21 


1.  Make  an  outline  of  the  second  and  third  paragraphs  of  the 
quotation  from  Mr.  Fay,  similar  to  the  one  for  the  first  paragraph. 

2.  Select  one  of  the  subjects  below,  and  prepare  an  outline  from 
which  you  can  deliver  a  one-minute  speech.  Be  sure  to  sum  up  in  a 
single  sentence  what  you  have  to  say. 

(a)  My  chum. 

(b)  How  I  prepare  my  lessons. 

(c)  Earning  a  dollar. 

(d)  The  study  I  like  best  and  why. 


'  Robert  C.  Fay  in  1918,  "  Proceedings  of  Better  Letters  Association." 


30  ELEMENTARY  BUSINESS  SITUATIONS 

(e)  A  position  I  should  like  to  fill. 

(f)  A  successful  grocer  or  druggist. 

(g)  The  pleasures  of  a  farmer's  life, 
(h)  The  qualities  a  teacher  needs. 
(i)  A  well-spent  Saturday. 

(j)  The  best  doctor  I  know. 

When  you  have  sat  down,  one  of  your  classmates  will  report  on 
whether:  (1)  he  could  hear  every  word;  (2)  he  could  follow  your 
thought  easily;  (3)  you  included  anything  that  did  not  help  him  to 
understand  your  topic. 


Exercise  22 

1.  Write  outlines  for  two  of  the  following  topic  sentences. 

(a)  Every  girl  should  know  how  to  cook  and  sew. 

(b)  Every  boy  should  have  a  hobljy. 

(c)  High  school  subjects  help  one  to  select  a  life-work. 

(d)  Every  student  should  decide  on  his  life-career  while  he  is  in 

high  school. 

(e)  My  chum  returned  to  school  because . 

(f)  I  lost  my  position  because . 

(g)  There  are  as  many  opportunities  today  as  there  ever  were, 
(h)  Every  boy  should  have  a  weekly  allowance. 

Exchange  with  your  classmates.  Let  each  determine  whether 
the  ideas  in  the  outline  he  receives  are  in  the  best  order. 

2.  Prepare  to  develop  orally  one  of  the  outlines  j'ou  have  drawn 
up.  Let  one  of  your  classmates  answer  the  three  questions  in 
Exercise  21,  part  2.  Another  may  report  whether  you  used  any  im- 
proper forms  of  the  verb  (see  §  206)  or  verbs  in  the  wrong  number 
(see  §  209). 

3.  Write  out  the  paragraph  on  another  of  the  outlines.  In  what 
part  of  the  paragraph  is  the  topic  sentence?  Are  all  your  sentences 
necessary  to  the  development  of  the  thought?  A  classmate  may 
review  it  to  see  whether  you  have  always  made  the  pronouns  refer 
unmistakably  to  their  antecedents.     (See  §  199.) 


GROUPING   THOUGHTS  81 

Exercise  23 

1.  Draw  up  an  outline  on  one  of  the  following  topics.  Talk  over 
the  toi)i('  with  several  persons  who  know  something  about  it,  and 
then  think  over  very  carefully  whether  you  have  selected  the  most 
important  points.  A  classmate  can  look  over  your  outline  and  tell 
you  whether  j^ou  have  selected  the  right  jioints  and  arranged  them 
so  that  the  strongest  comes  last. 

(a)  Qualifications  of  a  good  telephone  operator. 

(b)  Trials  of  a  girl  at  the  switchboard. 

(c)  How  to  care  for  a  typewriter. 

(d)  The  business  news  in  some  daily  newspaper  and  how  to  find 

it. 

(e)  The  uses  of  a  dictionary,   a  telephone  directory,   a  city 

directory,  "Who's  Who,"  or  some  other  directory  c)i-  book 
of  reference. 

(f)  How  to  handle  incoming  and  outgoing  mail. 

(g)  Difficulties  of  cutting  and  printing  a  stencil. 

(h)  A  business  magazine  that  the  class  should  know  about, 
(i)  An  industry  with  which  you  are  familiar, 
(j)  A  i)osition  you  are  cai)able  of  filling. 

2.  Deliver  orally  an  address  based  on  the  final  revision  of  the 
outline  just  prepared.     In  addition  to  the  ciuestions  in  Exercise 

.  22  (3),  the  critic  may  note  whether  you  mispronounced  any  words. 

3.  Write  a  paragraph  developing  one  division  of  the  speech. 
Where  is  the  topic  sentence?  Do  all  the  sentences  make  the  thought 
clearer?  A  classmate  may  read  the  paragraph  to  see  whether  all 
relative  pronouns  are  properly  used.     (vSee  §  200.) 


CHAPTER  IV 
UNITY  IN  THE  SENTENCE 

*15.  Necessity  for  Unity. — We  long  ago  learned  what  makes 
a  good  sentence.  We  know  that  it  must  have  a  subject  and  a 
predicate.  We  know  that  the  predicate  must  assert  something 
of  the  subj  ect ,  that  it  cannot  be  a  participle  or  an  infinitive.  We 
know  that  it  cannot  be  a  dependent  clause,  because  in  the  sen- 
tence a  dependent  clause  performs  the  function  of  some  word. 
Consequently,  no  clause  beginning  with  a  subordinating  con- 
j  unction  can  stand  by  itself  as  a  sentence.  A  sentence  must  ex- 
press a  complete  thought ;  otherwise  its  meaning  is  not  definite. 

*16.  Dividing  the  Thought.— 

Wrong: 

It  is  an  investment  in  city  bonds.     Bonds  that  are  as  safe 
and  as  secure  as  the  city  itself. 

Any  reader  coming  to  the  first  period  will  at  once  think  the 
statement  is  completed.  He  will  fail  to  understand  the  next 
group  of  words.  The  second  group  is  not  a  sentence;  most 
of  it  is  a  subordinate  clause  (see  §  §  188,  193,  194).  More- 
over, this  clause  is  needed  to  complete  the  first  group,  to 
give  the  reader  the  proper  notion  of  the  nature  of  the  in- 
vestment.   The  statement  should  read  as  follows: 

Right: 

It  is  an  investment  in  city  bonds — bonds  that  are  as  safe 
and  as  secure  as  the  city  itself. 

Always  make  sure  that  you  have  all  of  your  sentence 
together. 

32 


UNITY  IN  THE  SENTENCE  33 

Exercise  24 

The  sentences  below  fail  to  put  all  of  the  thoughts  together. 
Correct  them. 

1.  We  feel  that  we  can  discover  Mr.  Jones  and  collect  the  claim 
through  other  persons.  Although  this  will  entail  some  expense,  as 
the  debtor  is  ver}^  tardy  in  paying  his  accounts. 

2.  The  rate  would  be  12  cents  a  pound,  or  48  cents  in  all.  The 
total  amount  of  the  order  not  being  sufficient  to  entitle  you  to  free 
delivery  at  such  a  distance. 

3.  The  reason  for  this  is  that  the  express  charges  to  Texas  are 
necessarily  high.  In  case  a  shipment  is  not  received  for  any  reason, 
we  are  obliged  to  bear  the  charges  both  ways. 

4.  Will  you  favor  us  in  confidence  with  your  opinion  of  the  man- 
agement, financial  position,  and  general  standing  of  the  Rockville 
Company  of  your  city?  Stating  at  the  same  time  whether  the  com- 
pany pledges  its  assets  to  secure  loans? 

5.  The  part  of  the  course  that  particularly  appealed  to  me  was 
the  instructions  as  to  the  general  contour  of  letters.  Such  as  the 
beginning  and  the  ending,  and  the  elimination  of  time-worn  expres- 
sions (that  are  persistent  in  the  average  business  man's  dictation). 

6.  If  the  typed  message  leaves  a  better  impression,  that  fact 
makes  any  letter  better  than  the  ordinary  one.  Which  arouses  no 
more  personal  interest  than  the  average  person  we  meet  every  day. 

7.  When  in  need  of  either  substitute  or  permanent  office  help, 
just  call  our  employment  department.  Stating  always  the  neces- 
sary qualifications. 

8.  There  is  always  the  danger  that  those  who  go  into  service  at  an 
early  age  will  acquire  the  hired  man's  habit  of  doing  only  that  which 
must  be  done  when  under  oversight  or  direction.  Thus  becoming 
unfitted  for  anything  but  the  hired  man's  job. 

9.  All  jobs  of  this  kind  are  much  alike.  Whether  in  store,  office, 
or  factory. 

10.  There  is  a  prospect  that  the  manual  laborer  may  prepare 
himself  to  manage  others.  That  the  worker  in  the  market  garden 
may  do  his  work  so  well  that  he  may  acquire  the  confidence  to  be- 
come his  own  employer.  That  the  digger  of  the  trenches  may  find  a 
way  to  become  a  contractor  on  his  own  account. 


34  ELEMENTARY  BUSINESS  SITUATIONS 

Exercise  25 

The  class  can  overcome  this  fault  soonest  by  selecting  from  their 
writing  a  number  of  examples  of  it.  If  the  mistakes  are  placed  on 
the  blackboard  or  mimeographed,  the  class  can  correct  them  with 
great  profit.  They  should  thereafter  scan  their  writing  narrowly 
for  this  error. 


*17.  The  Comma  Blunder. — Possibly  the  worst  habit 
in  writing  sentences,  and  the  one  hardest  to  break,  is  the 
running  of  sentences  together  with  only  the  comma  to  sepa- 
rate them. 

Wrong: 

He  came  to  see  me  in  the  evening,  if  he  had  come  in 
the  afternoon  he  v/ould  have  found  me. 

Now  two  thoughts  can  be  found  in  this  group  of  words, 
but  the  childish  punctuation  obscures  them.  To  replace  the 
comma  after  "evening"  with  a  period  clears  up  the  meaning. 

Right: 

He  came  to  see  me  in  the  evening.     If  he  had  come  in 
the  afternoon,  he  would  have  found  me. 

Sometimes  the  confusion  arises  from  the  use  of  however, 
therefore,  consequently,  and  other  conjunctions  that  can  never 
properly  be  introduced  to  connect  parts  of  a  sentence.  In 
such  cases,  also,  punctuation  is  usually  a  sufficient  remedy. 


Exercise  26 


What  are  the  main  ideas  in  the  following  sentences?  What  change 
in  the  punctuation  will  make  these  ideas  stand  out?  Are  other 
changes  needed? 


UNITY  IN  THE  SENTENCE  35 

1.  I  had  quite  a  bit  of  homework  last  night,  I  have  not  recovered 
yet. 

2.  That  is  a  new  story,  I  just  got  it  out  of  the  hbrary  on  the  first 
floor. 

3.  Money  is  the  commonest  reward  of  successful  business,  it  is 
not  all  that  is  worth  while  in  life. 

4.  Think  of  the  convenience  of  our  librar^^  you  never  have  to  go 
out  of  the  building  to  get  a  book  or  return  it. 

5.  I  know  you  are  interested  in  construction  and  scientific  work, 
in  our  library  you  will  find  such  magazines  as  Popular  Mechanics 
and  The  Scientific  American. 

6.  Most  employers  treat  their  employees  with  absolute  fairness, 
it  is  fundamental  in  good  management  of  any  business. 

7.  The  first-class  man  is  exceedingly  rare,  he  is  cheap  at  almost 
any  price. 

8.  You  must  have  heard  of  vacuum  cleaners,  although  they  are 
not  so  common  as  carpet-sweepers,  they  clean  rugs  very  much  better. 

9.  He  had  only  one  good  eye,  the  right  one  was  made  of  glass. 

10.  It  was  a  long  hill,  consequently  we  had  to  rest  two  or  three 
times  before  reaching  the  top. 

11.  She  had  never  seen  a  mimeograph,  that  did  not  keep  her  from 
trying  to  use  it,  however, 

12.  The  bell  rang,  I  ran  as  hard  as  I  could,  but  the  teacher  shut  the 
door  in  my  face. 

13.  My  typewriter  is  out  of  order,  I  cannot  move  the  carriage  to 
the  right. 

14.  The  Board  of  Education  had  declared  Wednesday  a  holiday, 
we  therefore  went  home  before  the  first  recitation. 

15.  The  class  set  out  some  young  trees  in  front  of  the  building, 
they  looked  too  slender  ever  to  grow  into  shade  trees,  however. 

16.  I  was  in  a  hurry  to  get  to  school,  however,  I  was  very  curious 
about  what  the  crowd  was  looking  at. 

Exercise  27 

Read  over  the  last  two  or  three  themes  and  copy  out  all  the 
comma  sentences  you  find.  Bring  these  to  class  to  place  on  the 
blackboard  for  the  other  pupils  to  correct.     Hereafter,  read  over 


36  ELEMENTARY  BUSINESS  SITUATIONS 

every  theme  you  write  to  make  sure  that  it  contains  no  sentences 
illustrating  the  comma  blunder.  Be  ashamed  to  hand  in  any  writ- 
ing with  so  childish  a  fault. 


*18.  Too  Many  Ideas. — A  habit  related  to  the  comma 
blunder  leads  to  stringing  together  too  many  ideas  by  means 
of  and^s  and  hut's.  The  writer  does  not  think  of  his  separate 
ideas.  He  does  not  think  of  his  reader.  He  hurries  on  to 
another  idea  without  pausing.    For  example: 

Confusing: 

I  deposited  this  check  in  m_y  bank  and  this  morning  re- 
ceived word  that  the  item  had  been  returned  for  "Not 
Sufficient  Funds,"  and  no  doubt  you  have  received  or  will 
receive  a  notice  to  this  effect. 

Now  all  this  refers  to  one  subject — the  check.  But  the 
meaning  is  confused  because  three  different  ideas  about  the 
check  are  put  into  one  sentence:  the  deposit,  my  notification, 
the  indorser's  notification.  The  ideas  will  become  clear  at 
once  and  without  effort  if  the  sentence  is  broken  up. 

Right: 

I  deposited  the  check  at  my  bank.  This  morning  I 
received  word  that  the  item  had  been  returned  for  "Not 
Sufficient  Funds."  No  doubt  you  have  received,  or  will  re- 
ceive, a  notice  to  this  effect. 

Confusing: 

Mrs.  Irene  Smith,  a  dressmaker  of  your  city  who  keeps 
an  account  with  your  institution,  has  written  to  us  asking 
us  to  open  a  charge  account  in  her  name,  and  we  would 
thank  you  for  any  information  you  may  be  able  to  give  us 
as  to  her  credit  standing. 


UNITY  IN  THE  SENTENCE  37 

Right: 

Mrs.  Irene  Smith  .    .    .  name.     We  .    .    .  standing. 

To  make  sentences  accomplish  their  purpose,  follow  this 
rule :  Make  your  central  thought  stand  out  so  that  the  reader 
gets  one  main  impression  at  a  time.     This  is  called  unity. 


Exercise  28 


The  following  sentences  from  unskilful  writers  lack  unity.  First, 
does  the  writer  have  more  than  one  purpose?  Second,  what  are 
the  main  purposes?  Third,  rewrite  so  as  to  bring  these  purposes  out 
unmistakably. 

1.  Mrs.  Halsey  has  always  kept  a  balance,  and  although  not  very 
large,  it  has  alwaj's  been  steady. 

2.  I  have  now  explained  fully  the  plan,  and  I  hope  to  see  you 
around  in  my  office  in  a  short  time  taking  out  one  of  these  certificates. 

3.  I  have  now  on  hand  a  number  of  bonds  which  I  am  going  to 
offer  for  sale,  and  I  am  writing  to  let  you  know  before  I  put  them 
on  the  market  for  sale  at  par  to  see  if  you  wish  to  buy  some  of  them. 

4.  A  porter  in  a  warehouse  earned  enough  to  support  himself  by 
working  nine  hours  a  day,  but  by  using  a  quick  ear,  a  ready  memory 
and  a  good  command  of  English  he  mastered  stenography  in  an 
evening  school,  and  when  a  vacancy  occurred  in  the  office  he  re- 
ceived his  promotion  with  an  increase  of  $200  a  year  to  his  earnings. 

5.  The  attached  letters  are  sent  out  by  us  to  certain  lists  of  trade, 
and  you  may  be  able  to  find  some  helpful  suggestions  in  them. 

6.  These  have  all  been  enumerated  on  the  statement,  together 
with  all  credits  applying  against  them,  and  we  believe  that  you  will 
find,  after  carefully  checking  up  the  different  sums,  that  we  are 
really  entitled  to  the  balance  of  $327.33  mentioned. 

7.  We  assure  you  that  we  have  no  desire  to  embarrass  or  trouble 
you,  but  it  is  necessary  that  this  account  be  settled  at  once,  and  we 
trust  that  you  will  see  that  it  is  for  your  interest  to  adjust  the 
matter  without  delay. 


38  ELEMENTARY  BUSINESS  SITUATIONS 

8.  So  that  your  letter  will  come  to  my  personal  attention  I  am 
enclosing  a  stamped  return  envelope,  and  I  shall  be  pleased  to  for- 
ward descriptive  circulars  if  you  will  fill  out  the  accompanying  card. 


19.  Subordination.— One  of  the  worst  faults  in  sentence 
structure  and  one  of  the  hardest  to  overcome  is  failure  to 
bring  out  clearly  the  relations  among  ideas  or  thoughts.  Re- 
view what  is  said  in  §  §  189,  193,  194  about  subordinating 
conjunctions.  Note  how  much  easier  it  is  to  grasp  the 
thought  when  the  subordinating  conjunction  is  used: 

Confusing: 

We  wish  to  have  some  reliable  information  and  we  ask 
your  opinion  concerning  the  reliability  of  this  company 

Clearer: 

Since  we  wish  trustworthy  information,  we  ask  your 
opinion  concerning  the  reliability  of  this  company. 

Confusing: 

The  lead  in  this  pencil  is  smooth,  but  it  is  very  firm  and 
durable  and  seldom  breaks. 

Clearer: 

Although  the  lead  in  this  pencil  is  smooth,  it  is  very 
durable  and  seldom  breaks. 

Confusing: 

He  had  a  very  winning  smile  and  they  accepted  his  offer 
at  once. 

Clearer: 

He  had  so  winning  a  smile  that  they  accepted  his  offer 
at  once. 

Put  the  main  thought  in  an  independent  clause. 


UNITY  IN   THE  SENTENCE  39 

Exercise  29 

Study  the  following  groups  of  ideas.  Determine  how  many  main 
ideas  there  are  in  oach ;  that  is,  how  many  sentences  are  needed  in 
each.  Then  combine  the  ideas  into  sentences  by  using  subordinat- 
ing conjunctions,  relative  pronouns,  or  infinitive  or  participial 
phrases,  so  as  to  bring  out  the  proper  relations  in  thought. 

1.  At  a  quarter  past  ten  he  drove  up  to  the  hall.  It  housed  the 
latest  interest  of  Vernon  society.     It  was  the  Community  Theater. 

2.  The  Boulevard  Set  were  the  "best  people  in  town."  They 
belonged  to  the  Community  Theatre  Association.  The  leader  of 
it  was  the  daughter  of  the  general  manager  of  the  railroad. 

3.  The  individual  official  does  not  keep  in  his  own  care  papers 
and  memoranda.  He  may  need  them  from  day  to  day.  He  ma}^  be 
engaged  on  a  piece  of  work.  They  are  taken  in  charge  at  the  end 
of  the  day  by  the  filing  department.  They  are  returned  to  him 
at  the  time  he  appoints.  It  may  be  the  next  day  or  some  future 
day. 

4.  The  fruit  is  of  the  best  quality.  It  is  prepared  in  strictly 
sanitary  factories.     It  is  a  big  value  for  the  money. 

5.  You  will  receive  a  catalogue.  You  will  examine  it.  You  will 
find  that  the  courses  are  arranged  for  you.  They  fit  the  needs  of 
the  business  of  this  locality. 

6.  A  new  class  is  entering  on  February  1.  We  shall  be  pleased  to 
number  you  among  them. 

7.  The  boy  was  fast  approaching  manhood.  Marbles  and  kites 
had  no  interest  for  him.     He  had  begun  to  think  for  himself. 

8.  Russell  Sage  became  a  wealthy  man.  He  was  asked  for  the 
keynote  of  his  success.     He  said,  "  Buy  your  straw  hats  in  winter." 

9.  Andrew  Carnegie  became  a  multimillionaire.  He  was  a  poor 
boy.  He  gave  a  recipe  for  getting  rich :  "Save  a  thousand  dollars. 
Then  begin  prudent  investment." 

10.  We  have  written  to  our  agent  in  your  territory.  We  asked 
him  to  call  on  you  during  his  next  visit  to  your  city.  Perhaps 
difficulty  in  your  easy  handling  of  our  duplicator  remains.  If  so, 
he  can  give  you  assistance. 

11.  Our  rilibons  are  manufactured  abroad,  recently  imported,  and 
our  store  is  the  only  one  that  sells  them. 


40  ELEMENTARY  BUSINESS  SITUATIONS 

12.  We  have  failed  to  draw  forth  a  settlement  of  your  past-due 
account.     You  must  prefer  to  deal  with  an  attorney. 

Exercise  30 

Scan  one  or  two  of  your  recent  themes  or  letters  closely.  You 
will  find  several  places  where  you  fail  to  put  the  main  thought  in  the 
main  clause.  Bring  these  themes  to  class,  so  that  your  classmates 
may  discuss  the  proper  subordination  of  the  less  important  ideas. 


CHAPTER  V 
WORDS 

*20.  The  Dictionary. — Have  you  ever  tried  to  chop  wood 
with  a  razor?  Docs  your  father  shave  with  a  broad  axe? 
Would  a  carpenter  attempt  to  build  a  house  with  nothing  in 
his  tool-box  but  a  saw?  Just  as  there  is  a  different  tool  for 
every  use,  so  there  is  in  language  a  different  word  for  every 
meaning  and  shade  of  meaning.  You  cannot  expect  to  build 
a  good  sentence  unless  your  tool-box  is  filled  with  words. 

Your  tool-box  cannot  be  filled  all  at  once.  You  must  fill 
it  yourself  word  by  word.  The  best  treasury  from  which  to 
draw  is  the  dictionary.  It  will  give  you  not  only  the  words 
in  the  English  language  but  a  good  deal  of  information  about 
them.  Look  up  five  or  six  words  and  see  what  information  is 
given.  You  will  observe  that  in  connection  with  each  word 
the  dictionary  indicates: 

1.  The  spelling  (including  the  division  into  syllables). 

2.  The  pronunciation  (including  both  the  sounds  of  the 

letters  and  the  accent). 

3.  To  what  part  or  parts  of  speech  the  word  belongs. 

4.  The  various  meanings,  often  with  illustrative  sentences. 

5.  The  derivation,  that  is,  the  other  words  and  languages 

from  which  the  word  is  descended. 

6.  In  some  cases,  its  synonyms. 

You  should  own  a  dictionary.  An  edition  of  Webster  or  of 
the  Standard  intended  for  high  school  students  will  serve 
your  present  needs  best  and  will  help  you  for  many  years  to 

41 


42  ELEMENTARY  BUSINESS  SITUATIONS 

come.  If  a  good  many  of  the  words  that  you  hear  are  un- 
familiar, or  if  you  are  not  always  sure  of  the  spelling,  you  will 
find  much  comfort  in  a  small  dictionary  that  may  be  carried 
in  a  boy's  pocket  or  a  girl's  handbag.  You  should  form  the 
habit  of  consulting  it  whenever  the  need  arises.  If  you  put 
the  matter  off,  you  will  forget  all  about  your  good  intention. 
In  using  both  the  large  and  the  small  dictionary,  you  can 
waste  a  great  deal  of  time  in  looking  for  words  unless  you 
follow  two  simple  rules.  First,  learn  to  calculate  where  in 
the  volume  the  word  will  occur,  so  that  you  can  turn  almost 
to  the  page  on  opening  the  book.  Second,  when  you  have 
opened  to  the  proper  part  of  the  dictionary,  note  the  guide- 
words  at  the  top  of  the  page,  so  that  you  will  not  have  to  look 
up  and  down  the  columns  until  you  have  reached  the  proper 
page. 

*21.  Pronunciation.— You  must  make  sure  that  you  un- 
derstand all  that  is  told  you  about  the  word.  To  do  so 
you  must  study  the  explanatory  notes  and  the  key  to  pro- 
nunciation given  in  the  front  of  the  dictionary.  Study  par- 
ticularly the  symbols  indicating  the  sounds  of  the  vowels  and 
consonants,  the  division  into  syllables,  and  the  accents. 


Exercise  31 


1.  With  these  principles  in  mind  look  up  in  a  dictionary  the  proper 
pronunciation  of  these  words: 


(a) 

aviator 

audacious           fellow 

factory 

aviation 

ask                      follow 

heroism 

dirigible 

father                 theory 

donkey 

produce 

answer 

endure 

educate 

revenue 

duty 

WORDS  43 

(b) 

sword  jest 

bouquet  just 

palm  gist 

2.  Pronounce  the  following  words  correctlj^  and  explain  how  the 
words  in  each  column  differ  from  each  other  in  meaning. 

(a) 
bile  pillar       point  prevision      affect      accept 

boil  pillow      pint  provision      effect      expect 

(b) 
advice       cease        formerly        lose  metal       weather 

advise        seize         formally        loose         medal       whether 

3.  If  you  find  that  you  mispronounce  any  of  these  words  or  if 
you  mispronounce  other  words  which  you  are  accustomed  to  use, 
list  all  of  them  on  a  page  in  3'our  notebook  entitled,  "Pronunciation." 
Mark  the  proper  pronunciation.  Read  the  list  over  every  day  until 
j'^ou  have  cured  all  your  mispronunciations. 


Learn  the  correct  pronunciation  of  every  word  you  see. 

*22.  Specific  Words. — Study  the  words  in  italics  in  the 
following  sentences : 

1.  Her  apparel  consisted  of  a   sport  skirt,   a  blouse,  a 
cape,  and  a  purple  straw  hat. 

2.  For  dessert  he  ordered  layer  rake,  ire-cream,  and  tapioca 
pudding. 

3.  In  her  baking  she  prepared  not  only  light  bread,  but 
rusk,  cinnamon  rolls,  doughnuts,  and  angel-food  cake. 

How  does  the  first  word  in  italics  in  each  sentence  differ 
from  the  others?  Which  are  generic  and  which  specific? 
What  advantage  is  gained  by  using  generic  words?  By  using 
specific  words? 


44  ELEMENTARY  BUSINESS  SITUATIONS 

As  you  see,  the  generic  terms  name  a  whole  class  of  objects. 
They  are  useful  when  you  wish  to  deal  in  general  ideas.  The 
specific  words  bring  up  some  kind  of  picture  or  feeling.  They 
are  useful  when  you  wish  to  be  clear,  exact,  or  to  make  a 
strong  impression  on  the  mind  of  your  readers. 

In  your  talk  this  need  of  specific  words  is  particularly  acute. 
We  are  all  tempted  to  use  some  few  words  in  a  very  vague 
sense,  to  apply  them  to  nearly  every  object  and  situation. 
For  example,  we  may  say: 

1.  Wehsid  a  lovely  time. 

2.  She  was  simply  lovely  to  me. 

3.  It  was  the  loveliest  sunset  I  ever  saw. 

4.  Your  pie  is  just  lovely,  Mrs.  Read. 

You  can  improve  your  conversation  greatly  by  substituting 
specific  words  for  these  vague  expressions. 


Exercise  32 


1.  Draw  up  a  list  of  specific  words  for  each  of  six  of  the  following 
words.  Which  meml^er  of  the  class  has  the  longest  list?  Do  all  the 
words  in  it  belong  under  the  generic  words  under  which  they  are  listed? 

dress  house  material  art 

work  illness  sewing  color 

food  cleaning        footwear         country 

2.  Find  the  generic  term  under  which  each  of  these  specific  terms 
should  come.     The  dictionary  will  help  you. 

banana  celery  cologne  damask 

bank  draft         chamois        corduroy         dimity 
apricot  cashier  coupon  executor 

3.  Make  a  short  speech  to  the  class  on  one  of  these  subjects. 
Choose  as  many  specific  words  as  you  can  to  bring  the  matter  vividly 
before  them. 


WORDS  45 

City  Noises  In  the  Woods  A  Morning  in  the  Kitchen 

Making  Hay        Our  Garden  A  Carpenter  Shop 

A  Dog  Fight        A  Haberdashery      A  Ball  Game 

4.  Draw  up  a  list  of  specific  words  that  belong  to  school  life  or  the 
schoolroom.  Use  them  in  a  short  composition  entitled  "A  Day  at 
School,"  in  which  you  explain  matters  to  a  visitor  from  Japan. 

5.  Draw  up  a  list  of  words,  such  as  capital,  interest,  checks,  that 
are  used  in  banking  and  the  handling  of  money. 

6.  Draw  up  a  list  of  words  such  as  clerk,  counter,  showcase,  that 
are  connected  with  business. 

7.  Substitute  a  specific  word  for  lovely  in  the  sentences  on  page  44, 

8.  Select  from  the  following  list  three  words  that  you  overwork. 
Write  out  five  sentences  from  your  conversation  in  which  these 
words  appear.  Rewrite  with  specific  words  inserted.  What  im- 
provement do  you  note? 

great  smooth  terrible 

nice  sweet  thing 

peach  swell  wild 

9.  Write  out  some  conversation  you  have  held  recently  about 
baseball  or  some  similar  subject.  It  may  contain  some  words,  like 
dope,  not  recognized  by  dictionaries  in  the  sense  in  which  used. 
Rewrite  it,  employing  specific  expressions  throughout. 

10.  Slang  consists  of  such  unrecognized  expressions  as  appear  in 
the  first  draft  just  written.  Prepare  a  talk  on  the  subject  of  slang. 
Make  an  outUne  beforehand,  in  which  you  note  the  illustrative  ex- 
pressions you  are  going  to  use  in  the  talk. 


awful 

good 

fine 

grand 

fierce 

mean 

Always  have  a  specific  word  ready  for  use. 

23.  Unfamiliar  Meanings. — Study  the  words  in  italics 
in  these  sentences.    Can  you  give  the  meaning  of  each? 

1.  The  log  of  the  airship  was  printed  in  full. 

2.  He  caught  sight  of  her  out  of  the  tail  of  his  eye. 

3.  The  horse  was  kind  in  harness. 

4.  The  skipper  drew  the  painter  into  the  bow  of  the  boat. 


46  ELEMENTARY  BUSINESS  SITUATIONS 

Are  the  following  sentences  quite, clear?  Before  consulting 
a  dictionary  try  to  explain  the  meaning  of  each  sentence. 
Now  consult  an  unabridged  dictionary  for  the  words  in  italics 
to  find  the  exact  meaning  that  fits  in  these  sentences. 

1.  Corporations,  which  have  extensively  succeeded  the 
old  form  of  partner  ship,  obtain  the  capitalihey  need  chiefly 
by  the  issuance  of  stocks  and  bonds. 

2.  These  securities  are  sold  to  many  not  directly  inter- 
ested in  their  enterprises. 

3.  By  means  of  these  instnmie7its,  the  accumulated  ssly- 
ings  of  a  multitude  are  turned  into  a  common  channel. 

Unfamiliar  meanings  of  famiUar  words  and  the  meanings 
of  unfamiliar  words  are  the  two  sources  from  which  you  can 
fill  3'our  word-chest,  so  that  you  will  have  always  at  hand  the 
word  you  need.  You  should  watch  the  new  meanings  of 
familiar  words  and  the  exact  meaning  of  unfamiliar  words. 
Make  sure  of  every  meaning  you  do  not  understand. 


Exercise  33 


1.  Note  in  your  memorandum  book  any  unfamiliar  meanings  or 
words  that  you  hear  in  an  address  in  the  school  assembly  or  in  a 
public  speech  or  in  a  sermon  at  church.  Look  up  the  meanings. 
Which  words  or  meanings  will  be  useful  to  j-ou  in  your  writing? 

2.  In  a  new  section  of  your  notebook  begin  a  list  which  you  call 
"My  Vocabulary."  Write  in  it  every  new  word  or  new  meaning 
that  you  can  make  use  of.  From  now  on,  before  writing  your  ex- 
ercises, look  over  this  list  to  see  what  expressions  you  can  employ. 
Once  a  w'eek  compare  it  with  lists  kept  by  other  pupils,  to  see  which 
classmate  is  drawing  up  the  longest  list. 


24.  Synonyms. — Words  that  are  synonyms  of  one  another 
convey  the  same  general  meaning,  but  with  a  shade  of  differ- 


WORDS  47 

ence  which  should  be  observed  very  carefully.  They  are  fre- 
quently useful  in  giving  a  pleasing  variety  to  the  expressions 
of  the  same  idea.  Note  the  difference  in  the  effect  of  the 
two  following  passages: 

Clumsy: 

We  beg  to  acknowledge  the  receipt  of  your  letter  of 
April  5th.  We  will  be  able  to  handle  the  matter  of  which 
you  speak.  We  will  not  be  able  to  take  any  action  on  the 
matter,  however,  until  our  board  meets,  which  will  be  on 
the  first  of  May.    We  will  be  able  to  after  the  decision. 

The  constant  repetition  of  able  and  will  creates  an  impres- 
sion of  poverty.  The  reader  may  even  conclude  that  the 
writer  has  no  ideas,  since  he  has  no  variety  of  words.  The 
following  creates  confidence  because  of  the  pleasing  variety 
in  the  diction. 

Smoother: 

We  feel  confident  we  can  handle  the  matter  referred  to  in 
your  letter  of  April  5th.  We  shall  not,  however,  be  able  to 
take  definite  action  on  it  until  our  board  meets  on  May  1st. 
Immediately  after  the  meeting  we  hope  to  notify  you  that 
we  have  been  empowered  to  carry  out  your  request. 

The  unpleasant  repetition  of  the  future  tense  is  removed 
by  a  change  in  construction.  The  repetition  of  be  able  is  re- 
placed by  can  in  the  first  sentence  and  empowered  in  the  third. 
Moreover,  empowered  more  exactly  expresses  the  meaning. 
The  first  form  assumes  that  the  board  will  grant  the  power. 
That  idea  of  granting  power  is  more  precisely  conveyed  by 
empowered.  Besides,  the  new  sentence  admits  the  possibility 
of  adverse  action  by  the  board.  Variety  of  expression  makes 
for  precision. 


48  ELEMENTARY  BUSINESS  SITUATIONS 

Exercise  34 

Look  up  in  the  dictionary  the  differences  of  meaning  between 
the  words  in  each  group  below,  and  then  write  a  short  sentence 
bringing  out  the  peculiar  meaning  of  each  word; 

at-in  healthful-healthy-wholesome 

amount-number-quantity  into-in 

financial-pecuniary-monetary  likely-liable-apt 
frequently-generally-commonly 


Use  synonyms  for  variety,  but  use  them  precisely. 

25.  Misused  Words  and  Expressions. — In  the  Glossary, 
Appendix  A,  you  will  find  a  list  representing  a  kind  of  study 
that  you  can  profitably  keep  up  so  long  as  you  write.  Take 
five  of  those  groups  at  a  time  and  write  a  sentence  for  each 
word  in  the  five  groups,  showing  what  is  the  proper  use  of 
each.  When  you  have  completed  the  list,  review  it  until  you 
always  use  the  expressions  correctly.  Add  to  the  list  when- 
ever other  expressions  are  called  to  your  attention. 

26.  Tone  in  Diction. — We  have  thus  far  sought  for  words 
that  express  the  idea  precisely.  We  have  seen  how  we  can 
find  words  that  will  express  our  meaning  exactly.  This  is  of 
the  first  importance,  but  in  business  it  is  necessary  to  consider 
the  reader  also.  Use  the  kind  of  words  that  will  suit  both  the 
reader  and  the  particular  kind  of  letter  you  are  writing  him. 
In  writing  to  a  banker,  we  should  generally  adopt  a  more  digni- 
fied tone  than  in  writing  to  a  garage  manager.  Letters  to  a 
large  manufacturer  asking  him  to  pay  a  bill  might  contain 
almost  the  same  ideas  as  a  collection  letter  sent  to  a  laboring 
man,  but  the  ideas  would  be  expressed  in  quite  a  different  set 


WORDS  49 

of  words.  The  language  suitable  for  the  manufacturer  would 
hardly  be  apt  in  addressing  the  laborer.  You  can  develop  a 
feeling  for  the  proper  tone  only  by  noticing  carefully  the  fit- 
ness of  the  words  to  the  reader  you  are  addressing. 

In  general,  you  can  choose  between  two  different  levels  of 
style.  Your  words  may  be  of  a  familiar,  colloquial  turn,  or 
they  may  be  of  the  standard,  rather  literary  level.  Note  the 
difference  in  the  impression  left  by  these  sets  of  words: 

Colloquial  Standard 

1.  He  got  a  job.  He  secured  a  position. 

2.  All  right.  All  the  details  are  satisfactory. 

3.  Wait  a  bit.  Will  you  remain  here  a  few  minutes? 

4.  You  can't,  though.  You  will  be  unable  to  secure  per- 

mission. 

5.  You  don't  want  that.  This  article  will  not  fit  your  needs. 

Consider,  too,  the  following  sentences  from  letters  written 
to  collect  money: 

Familiar  (to  a  private  customer  of  a  retail  store) : 

Won't  you  help  us  out  with  a  check?  It  will  be  better 
for  both  of  us. 

Standard  (to  the  proprietor  of  a  store  who  has  asked  for  credit 
on  a  bill  of  goods) : 

As  our  business  relations  will  probably  be  more  mutually 
beneficial  if  conducted  on  a  cash  basis,  we  hope  that  we  may 
have  your  co-operation  in  this  respect. 

Familiar  (to  a  humble  retail  customer  who  refuses  payment 
of  his  bill) : 

If  you  do  not  talk  the  matter  over  with  us  by  next 
Saturday,  we  shall  be  forced  to  ask  our  lawyer  to  see  you. 


50  ELEMENTARY  BUSINESS  SITUATIONS 

Standard  (from  a  manufacturer  to  a  retail  merchant  who  has 
long  deferred  payment) : 

Should  we  not  hear  from  you  by  the  next  mail,  your  ap- 
parent indifference  will  oblige  us  to  protect  our  interests  bj^ 
calling  for  the  assistance  of  an  attorney. 

In  short,  you  must  keep  in  mind  not  only  the  ideas  you  are 
expressing  but  the  person  to  whom  you  are  expressing  them. 
Make  your  words  fit  not  only  the  subject  but  the  reader. 


CHAPTER  VI 
COHERENCE  AND  EMPHASIS  IN  THE  SENTENCE 

27.  Necessity  for  Clearness. — To  make  a  sentence  com- 
plete is  not  sufficient.  It  must  also  be  clear.  Although  unity 
helps,  it  does  not  always  secure  clearness.  Yet  if  you  are  go- 
ing to  deal  with  business  men,  you  must  be  clear.  If  you 
do  not  make  every  sentence  clear  enough  to  be  understood  at 
a  glance,  busy  men  may  not  take  the  time  to  puzzle  out  your 
meaning.  Make  all  the  parts  of  the  sentence  hang  together. 
Make  the  plan  of  the  sentence  consistent  from  beginning  to  end. 

28.  Change  of  Subject. — One  of  the  commonest  mistakes 
is  to  change  the  subject. 

Wrong: 

He  entered  a  lunchroom  to  be  alone,  but  there  were  a 
half-dozen  men  loafing  in  the  place. 

The  writer  first  directs  our  attention  to  the  man  and  then 
shifts  it  to  the  loiterers.  See  how  much  smoother  the  sen- 
tence is  when  he  keeps  the  same  subject  before  the  mind: 

Better: 

He  entered  a  lunchroom  to  be  alone,  but  found  a  half- 
dozen  men  loafing  there. 


Exercise  35 


Rewrite  the  following  sentences  to  make  them  hang  together 
better.     Be  careful  not  to  change  the  subject. 

51 


62  ELEMENTARY  BUSINESS  SITUATIONS 

1.  As  this  system  of  shorthand  was  invented  bj^  Gregg,  his  name 
is  naturally  used  to  designate  it. 

2.  George's  enlistment  had  been  early,  and  pretty  soon  they  or- 
dered him  to  France  to  finish  his  training. 

3.  She  dressed  for  dinner  in  black  silk  and  old  lace,  and  the  table 
was  laid  with  fine  china  and  silver,  but  she  ate  only  corn-meal  mush 
or  something  cheaper. 

4.  When  you  buy  an  incubator  from  us,  it  is  right  here  on  the  floor. 

5.  You  can  pick  it  to  pieces,  and  if  there's  a  scratch  on  it,  it 
needn't  be  kept. 

6.  Some  dealers  took  the  retail  business  over,  and  it  was  handled 
extremely  well. 

7.  We  apologize  and  you  will  find  enclosed  Uncle  Sam's  steel 
engraving  for  excess  postage. 


29.  Change  of  Construction. — A  second  mistake  is  to 
change  the  construction  in  parts  of  a  sentence  that  express 
similar  or  parallel  ideas.  If  you  have  phrases  in  one  part,  use 
phrases  in  the  other  part.  If  you  begin  with  a  clause,  express 
the  corresponding  idea  in  a  clause.  If  you  make  use  of  a  verb 
for  one  idea,  find  a  verb  for  the  parallel  idea.  This  balanced, 
or  parallel,  structure  is  not  only  very  clear,  but  very  forceful. 
Ideas  thus  expressed  attract  the  attention  and  are  remem- 
bered longer. 

Wrong: 

The  firm  was  established  in  1900  by  Sullivan,  but  ten 
years  later  he  formed  a  partnership  with  O'Brien. 

Right: 

Sullivan  established  the  firm  in  1900,  but  in  1910  he 
formed  a  partnership  with  O'Brien. 

Note  the  arrangement  in  each  clause:  subject,  verb,  object. 
Even  the  phrase  "in  1900"  is  repeated  in  the  new  phrase  "in 


COHERENCE  AND  EMPHASIS  53 

1910."    Sometimes  this  balancing  is  used  only  in  parts  of  a 
sentence. 

Wrong: 

He  was  very  reluctant  about  playing  the  piano  or  to 
recite  poetry  in  company. 

Right: 

He  was  very  reluctant  about  playing  the  piano  or  reciting 
poetry  in  company. 


Exercise  36 


Rewrite  the  following  sentences  in  balanced  form.     Note  how 
much  clearer  they  are. 

1.  There  is  an  important  difference  between  "  knocking"  and  when 
you  make  fair  comparisons. 

2.  The  better  policy  is  always  to  acknowledge  a  superiority  in  a 
competitor's  goods  but  emphasizing  the  value  of  the  goods  you  sell. 

3.  We  appreciate  your  subscription  and  that  your  present  failure 
to  remit  is  not  intentional. 

4   When  dealers  do  business  in  this  way,  the  public  will  be  better 
served,  your  profits  will  be  higher,  and  our  expenses  will  be  lowered. 

5.  He  came  in  great  haste,  but  when  he  went  out  his  gait  was 
leisurely. 

6.  The  suit  was  first  steamed,  then  pressed,  and  delivered  im- 
mediately. 


30.  Change  of  Thought. — 1.  A  shift  in  the  construction 
of  a  sentence  is  difficult  to  remedy  when  it  arises  from  a  shift 
in  the  intention  of  the  writer.    For  example, 

Wrong: 

At  the  age  of  twelve  both  her  parents  died. 

Here  the  writer  at  first  intended  to  write  about  the  girl,  as 
we  see  from  the  phrase,  "at  the  age  of  twelve."    Though  he 


54  ELEMENTARY  BUSINEvSS  SITUATIONS 

began  on  this  plan,  he  did  not  keep  to  it,  for  the  thought  of 
her  parents  flashed  across  his  mind  and  he  at  once  started  to 
talk  of  them.  The  remedy  is  to  restore  the  plan  or  intention 
with  which  the  sentence  begins. 

Right: 

At  the  a^e  of  twelve  she  lost  both  parents. 

How  does  the  same  shift  occur  in  this  sentence? 

Wrong: 

Walking  down  the  hall,  a  window  opened  at  your  left. 

Right: 

Walking  down  the  hall,  you  saw  (or  found)  a  window  at 
your  left. 

The  name  "dangling  participle "  is  frequently  given  to  this 
construction.  Participles  at  the  beginning  of  a  sentence 
should  modify  the  subject,  but  the  writer  of  the  sentence 
forsook  his  first  plan  and  introduced  a  new  sid)joct. 

2.  When  you  make  comparisons,  you  should  be  particu- 
larly careful  not  to  forsake  your  plan.  Think  very  carefully: 
"What  objects  am  I  comparing?"  and  be  sure  your  sentence 
brings  them  logically  together.    For  example, 

Wrong: 

The  advantages  of  a  city  high  school  are  greater  than 
the  country. 

You  do  not  mean  that  the  advantages  are  greater  than  the 
country.  The  mistake  is  that  you  have  not  carried  out  the 
logical  plan  you  started  with,  for  you  meant  to  compare  high 
schools  in  the  city  and  in  the  country.  Make  clear  what  are 
the  two  objects  compared. 


COHERENCE  AND  EMPHASIS  55 

Right: 

The  advantages  of  a  city  high  school  are  greater  than 
those  of  a  country  high  school. 

Watch  your  sentences  carefully  to  see  that  they  carry 
out  your  plan  or  intention. 


Exercise  37 

Rewrite  these  sentences  so  that  they  follow  one  consistent  plan. 

1.  Rushing  out  into  the  street  at  dismissal,  the  rain  wet  him  to 
the  skin. 

2.  Our  business  is  different  from  any  company  in  the  country. 

3.  Referring  to  your  request  of  April  17th,  free  copies  cannot  be 
forwarded  unless  postage  accompanies  the  request. 

4.  He  declared  that  the  subjects  in  the  commercial  course  were 
more  valuable  than  the  general  course. 

5.  While  talking  to  my  English  teacher  this  morning,  he  asked 
me  if  you  were  ill. 

6.  The  production  of  steel  in  the  United  States  is  greater  than 
any  two  European  countries. 

7.  Although  a  studious  girl,  her  grades  were  never  very  high. 

8.  He  said  studying  those  Latin  lessons  in  the  first  year  were  his 
most  miserable  moments. 

9.  While  too  young  to  hold  a  book,  my  mother  would  read  me  to 
sleep  every  night. 

10.  The  teacher  kept  me  in  after  school,  and  thus  I  was  forced  to 
miss  the  ball  game. 

11.  The  reason  for  my  being  kept  in  was  on  account  of  whispering 
in  the  arithmetic  lesson. 

12.  On  opening  the  door,  blackboard  erasers  were  flying  through 
the  air. 

13.  Shouting  for  instant  order,  the  room  became  still  as  a  tomb. 

14.  Tlie  cause  of  the  unseemly  disturbance  was  due  to  two  boys, 
who  got  into  a  fight. 

15.  Although  very  angry,   the  teacher's  voice  was  ominously 
quiet. 


56  ELEMENTARY  BUSINESS  SITUATIONS 

Exercise  38 

Read  over  the  last  two  or  three  themes  you  have  written  and 
copy  out  examples  of  sentences  that  change  the  plan  or  intention 
with  which  the  sentence  was  begun.  Bring  these  to  class  for  your 
classmates  to  correct. 


31.  Sequence  of  Tenses.— 1.  We  are  told  (§  §  207,  208)  the 
meaning  of  each  tense.  We  should  here  study  the  way  in 
which  tenses  fit  together. 

Wrong: 

He  said  he  is  going  home. 

Now  the  use  of  is  is  wrong  because  you  are  referring  to  an 
event  in  the  past,  and  past  time  is  expressed  by  a  past  tense. 
What  he  said  was,  "  I  am  going  home."  If  you  wish  to  give, 
not  the  exact  words  which  "he"  spoke,  but  the  substance  in 
your  own  words,  you  may  write,  *'He  says  he  is  going  home." 
But  when  you  put  says  in  the  past  tense, ''  He  said, "  you  must 
put  the  object  clause  also  in  the  past  tense.  That  is,  after  a 
past  tense  in  the  main  clause,  you  must  use  a  past  tense 
in  the  dependent  clause. 

Right: 

He  said  he  was  going  home. 

Wrong: 

He  said  they  have  gone  home. 

Right: 

He  said  they  had  gone  home. 

The  change  is  necessary  in  the  last  sentence  because  the 
dependent  clause  expresses  an  action  completed.    To  express 


COHERENCE  AND  EMPHASIS  57 

this  idea  of  completed  action  after  a  past  tense  in  the  main 
clause,  you  need  a  past  perfect  tense  in  the  dependent 
clause. 

2.  These  rules  hold  with  respect  to  the  infinitive.  When 
the  action  expressed  by  the  infinitive  occurs  at  the  same  time 
with  the  action  expressed  by  the  main  verb  or  at  a  future  time, 
use  the  present  infinitive.  When  the  action  expressed  by  the 
infinitive  is  completed  before  the  action  of  the  main  verb,  use 
the  perfect  infinitive. 

He  was  said  to  be  wealthy. 

He  was  said  to  have  been  wealthy. 

The  first  sentence  indicates  that  he  was  still  enjoying  his 
wealth.    The  second  indicates  that  he  had  lost  it. 

Wrong: 

He  rejoiced  to  have  learned  that  Monday  would  be  a  holiday. 

Right: 

He  rejoiced  to  learn  that  Monday  would  be  a  holiday. 

Right: 

He  was  content  to  have  offered  himself  to  his  country, 
even  though  he  had  been  rejected. 

3.  There  is  one  exception  to  these  rules.  The  present  tense 
is  used  to  express  unchangeable  truths,  or  facts  that,  though 
subject  to  change,  are  true  at  the  time. 

Right: 

lie  declared  that  the  presidency  is  the  highest  honor 
in  our  country. 

Right: 

He  asked  what  the  duties  of  the  president  are. 


58  ELEMENTARY  BUSINESS  SITUATIONS 

Exercise  39 

Explain  why  the  tenses  tire  used  as  they  are  in  the  following 
passage. 

"Oyster  Bay  awoke  to  a  white  world  of  falling  snow  and  the  sad- 
dest day  in  its  history  this  morning.  From  the  flagstaff  in  the  square 
the  Stars  and  Stripes  flew  at  half-mast,  and  snow  lay  thick  upon  the 
trophy  cannon  that  had  been  Colonel  Roosevelt's  gift  to  his  towns- 
people. Snow  was  still  falling  when  those  who  had  been  bidden  to 
the  funeral  began  to  arrive.  A  few  near  and  dear  to  his  heart  were 
admitted  to  the  big,  mournful  house  on  Sagamore  Hill.  They  were 
chiefly  men  high  in  the  nation's  councils  who  had  fought  under  his 
leadership.  The  flag  that  he  loved  with  a  surpassing  devotion  still 
lies  upon  his  coffin.  Beyond  his  grave  the  steel-blue  waters  of  the 
Sound  stretch  away,  and  at  right  and  left  and  above  his  resting 
place,  rise  his  beloved  hills." 

Exercise  40 

Which  of  the  forms  in  each  parenthesis  is  correct?    Why? 

1.  What  (is- was)  the  name  of  the  preacher  we  heard  this  morning? 

2.  What  did  you  tell  me  the  salary  of  the  mayor  (is- was)? 

3.  He  said  that  in  the  future  he  (will-would)  trade  elsewhere. 

4.  If  I  knew  his  name,  I  (shall-should)  ask  him  to  join  us. 

5.  He  said  he  (is-was)  a  stranger  in  town  and  (docs-did)  not 
know  where  (to  find-to  have  found)  a  better  hotel. 

6.  Do  you  think  that  he  (will-would)  be  more  watchful? 

7.  I  should  think  you  (will-would)  come  on  time. 

8.  What  did  you  say  (is-was)  the  legal  rate  of  interest  in  Texas? 

9.  He  reported  that  the  manager  (is-was)  out  for  lunch. 

10.  He  said  that  the  bookkeeper  (sends-sent)  out  the  collection 
letters. 

11.  She  went  down-town  in  the  morning  so  that  she  (may-might) 
miss  the  crowds. 

12.  She  was  disappointed  (to  find-to  have  found)  no  ginghams  on 
sale. 

13.  She  would  have  bought  a  dozen  yards  if  she  (found-had 
found)  a  purple  pattern. 


COHERENCE  AND  EMPHASIS  59 

14.  She  will  go  down  next  Monday  if  she  (sees-has  seen)  it  ad- 
vertised. 

15.  He  was  glad  (to  discover-  to  have  discovered)  the  trutli  in  time. 

16.  I  am  glad  (to  have-to  have  had)  the  opportunity  of  seeing 
him  just  before  his  death  in  1919. 

17.  By  the  time  school  is  out  I  shall  (complete-have  completed) 
all  the  copying. 

18.  He  soon  learned  what  the  distance  (is-was)  to  St.  Louis  and 
what  (are-were)  the  fastest  trains. 

19.  I  remembered  how  tired  he  was,  and  I  got  out  of  bed  without 
my  clothes  on.  I  hardly  (know-knew)  it  had  happened  until  the 
captain  put  his  head  in.  The  captain  went  away,  but  in  ten  minutes 
he  (come-came)  back.  We  could  hear  a  terrible  confusion,  but  there 
(is-was)  not  the  least  thing  to  indicate  that  there  was  any  trouble. 


32.  Emphasis  in  the  Sentence. — One  of  the  simplest 
methods  of  making  an  idea  in  your  sentence  attract  the 
reader's  attention  is  to  begin  with  capital  letters  the  words 
expressing  that  idea,  to  underline  them,  or  to  print  them  in 
red  if  you  have  a  red-and-black  ribbon  on  the  typewriter. 

Example: 

I  enclose  Five  Hundred  Dollars.     Mail  the  enclosed 

envelope  notv. 

In  general,  however,  the  best  way  of  bringing  words  to  the 
reader's  attention,  is  to  place  them  where  he  can  hardly  fail 
to  see  them.  Two  places  are  sure  to  catch  his  eye — the 
beginning  and  the  end  of  the  sentence.  Place  the  words  you 
wish  him  particularly  to  notice  at  one  of  these  two  places. 
If  these  words  would  not  normally  come  there,  they  are  that 
much  surer  to  attract  him. 

Unemphatic: 

There  is  an  out-of-the-way  shelf  and  a  storeroom  closet 
in  every  retail  store. 


60  ELEMENTARY  BUSINESS  SITUATIONS 

Better: 

In  every  retail  store  there  is   .    .    .   closet. 

Unemphatic: 

The  same  old  question,  "Why?"  comes  up  at  nearly 
every  meeting  of  creditors  in  bankruptcy  cases. 

Better: 

At  nearly  every  meeting  of  creditors  in  bankruptcy  cases, 
the  same  old  question  comes  up — "Why?" 

When  you  have  several  items  in  a  series,  the  most  important 
should  come  last.    Such  arrangement  is  called  climax. 

Your  visiting  guests  need  it,  the  automobile  owners 
need  it,  the  wagons  hauling  heavy  goods  need  it,  and  the 
farmers  need  it. 

Farmers  are  mentioned  last  because  they  form  the  most 
numerous  class  in  the  community,  and  consequently  the 
largest  buyers  of  the  article. 

What  you  want  the  reader  to  note  particularly,  place  at 
the  beginning  or  at  the  end  of  a  sentence,  or  at  the  close  of 
a  climax. 


Exercise  41 

Make  these  sentences  more  emphatic  by  placing  the  parts  to  which 
you  wish  to  attract  attention  where  they  will  attract  attention. 

1.  He  was  invited  to  take  a  trial  position  with  a  leading  firm  be- 
cause the  manager  liked  his  activity  as  assistant  secretary  of  a 
Sunday  school. 

2.  Nearly  all  the  people  are  farmers,  who  suffer  from  all  diseases 
crops  are  heir  to,  drought,  cold,  and  hail. 

3.  He  felt  lonely,  deserted,  oppressed,  and  cold. 

4.  Two  attentive,  friendly,  kind  old  ladies  met  her  in  a  cold- 
looking,  huge,  dusty,  smelly  factory. 


COHERENCE  AND  EMPHASIS  61 

5.  Suggestion  in  advertising  is  sure,  strong,  and  swift. 

6.  It  is  well  worth  the  time  to  produce  and  to  study  the  kind  of 
action  that  is  almost  automatic,  if  possible. 

7.  There  would  be  no  advertising  if  this  were  a  world  that 
through  reason  ate  its  favorite  breakfast  food,  chewed  its  favorite 
gum,  and  smoked  its  favorite  cigars. 

8.  This  book  is  always  preaching  about  honesty,  neatness,  punc- 
tuality, co-operation,  and  cheerfulness. 

9.  He  found  the  manager,  after  hunting  through  every  part  of 
the  factory. 

10.  Indirect  suggestion,  unchallenged,  passes  a  sleeping  sentinel. 

11.  He  repeated  it  on  the  way  to  school,  while  eating  breakfast, 
during  study  period,  and  as  he  rose  from  bed. 

12.  Employers  think  a  youth  has  strength  of  character  if  he  has 
finished  his  high  school  course  in  the  usual  period  of  time. 

13.  Employers  will  conclude  that  he  will  be  able  to  obey  orders  in 
the  shop  or  in  the  office  if  he  has  formed  the  habit  of  getting  along 
with  his  associates  in  school. 

14.  The  manager's  duties  are  exacting,  distinguished,  responsible, 
and  many. 

15.  A  young  man  should  find  out  what  firms  offer  the  best  condi- 
tions of  work  if  he  has  to  accept  some  less  desirable  position. 

16.  He  should  file  v/ith  the  best  firms  formal  applications  for  work. 

17.  The  same  care  should  be  taken  in  making  statements  in  inter- 
views with  employers  that  you  take  in  writing  a  letter. 

18.  The  manager  reminded  me  that  the  position  would  soon  be 
easier  and  more  highly  paid  and  was  new. 


33.  Emphasis  in  Successive  Sentences. — Short  sentences 
are  easier  to  understand  and  remember  than  long  ones.  Read 
over  this  sentence: 

Weak: 

If  you  ask  the  man  at  the  bench  or  the  machine,  his 
foreman,  the  superintendent,  engineer,  general  manager 
or  anyone  from  the  bottom  to  the  top  of  your  organization, 


62  ELEMENTARY  BUSINESS  SITUATIONS 

you  will  find  every  person  agreeing  so  completely  that 
better  lighting  msans  better  production  that  you  will 
not  need  any  figures  to  convince  you  of  the  advantages. 

Close  the  book  and  see  how  miich  of  this  you  can  give  in 
your  own  words.    Now  read  these  sentences: 

Stronger: 

Ask  the  man  at  the  bench  or  the  machine.  Ask  his  fore- 
man. Ask  the  superintendent,  the  engineer,  the  general 
manager.  Ask  anyone  from  the  bottom  to  the  top  of  your 
organization.  You  will  find  all  hands  in  agreement. 
They  all  know  that  better  lighting  means  better  produc- 
tion. They  don't  need  figures.  They  simply  know  it 
must  be  so. 

How  many  ideas  now  become  distinct  that  were  obscure  in 
the  first  form?  The  result  is  quite  natural,  for  it  is  surely 
easier  to  understand  ten  words  in  a  group  than  fifty. 

To  help  the  reader  remember,  make  your  sentences  short. 

34.  Choppiness. — The  first  four  sentences  in  the  stronger 
paragraph  in  §  33  are  very  much  alike.  They  begin  with  the 
same  verb  and  contain  the  same  kind  of  object.  This  repeti- 
tion arouses  a  keener  suspense,  but  to  keep  on  writing  in 
short,  simple  sentences  would  become  monotonous.  The 
shortness  would  cease  to  interest  the  reader  and  might  in  the 
end  keep  him  from  reading  at  all. 

Choppy: 

A  customer  comes  into  the  store.  He  bought  some  shirts 
the  day  before.  He  complains  of  the  shirts.  The  sleeves 
are  too  short.  The  clerk  waits.  Then  the  customer  de- 
mands his  money  back.  The  clerk  should  meet  him 
halfway.  He  should  show  him  the  policy  of  the  store. 
The  store  says,  "Money  back  if  you  want  it." 


COHERENCE  AND  EMPHASIS  63 

So  long  a  series  of  short,  simple  sentences  is  annoying. 
How  much  pleasanter  and  smoother  is  the  following  state- 
ment of  the  same  thought? 

Smoother: 

If  a  customer  who  bought  some  shirts  the  day  before 
comes  into  the  store  and  complains  that  the  sleeves  are  too 
short,  the  clerk  shouldn't  wait  for  him  to  demand  his 
money  back.  Meet  him  halfway.  Show  him  that  the 
policy  of  the  store  is,  "Money  back  if  you  want  it." 

This  is  clearer  because  it  brings  out  the  relations  better.  It 
is  pleasanter  because  it  is  more  varied.  It  is  more  emphatic. 
The  important  thought,  "Meet  him  halfway,"  stands  out 
among  the  longer  sentences  by  its  shortness. 

To  keep  your  reader  interested,  vary  the  length  and 
structure  of  your  sentences. 


Exercise  42 

1.  Rewrite  the  last  of  your  themes,  breaking  up  the  long  sen- 
tences into  shorter  ones.  Have  you  made  your  ideas  easier  to 
remember? 

2.  Look  over  the  last  few  themes  or  letters  of  a  classmate  to  see 
whether  they  contain  any  "choppy"  passages.  Talk  them  over  with 
him  and  reach  an  agreement  about  how  they  should  appear  rewritten. 

Exercise  43— Review 

Rewrite  the  following  letter,  which  illustrates  nearly  every  fault 
in  sentence  structure.  Explain  in  what  ways  you  strengthen  or 
clarify  each  sentence. 

My  dear  Mr.  Short:— I  wish  to  thank  you  for  giving  me 
the  recommendation,  which  the  Federal  Reserve  Bank  re- 
quested, but  as  luck  would  have  it  two  of  the  other  men 
whom  I  had  given  references,  failed  to  answer  the  letter 


64  ELEMENTARY  BUSINESS  SITUATIONS 

which  was  sent  them,  thus,  I  had  the  misfortune  of  losing 
the  opportunity  of  getting  the  position. 

I  have  heard  it  was  a  very  good  place  to  get  into,  and  I 
was  very  anxious  about  getting  it,  but  inasmuch  as  I  did 
not  get  it,  I  will  have  to  look  for  something  better,  as  the 
position  that  I  have  now  is  the  same  one  as  I  first  went  to, 
but  there  is  not  a  very  good  chance  to  get  ahead,  I  am  look- 
ing around  to  get  something  better,  with  a  larger  chance 
for  advancement. 

I  have  gone  to  night  school  and  have  studied  stenography 
and  I  am  almost  finished  and  then  I  am  going  to  continue 
with  bookkeeping,  of  which  I  have  a  very  good  foundation, 
all  of  which  I  had  learned  in  your  class. 

Hoping  that  I  have  caused  you  no  trouble,  I  remain, 
Yours  respectfully. 


CHAPTER  Vli 
REMITTANCES 

35.  Forms  Seldom  Sent  by  Mail. — Frequently,  as  when 
ordering  goods,  a  business  man  is  obliged  to  send  money 
through  the  mails.  A  study  of  the  various  forms  of  remit- 
tance will  show  that,  though  several  different  forms  are  avail- 
able, usually  one  form  is  better  than  another  for  the  particular 
business  in  hand. 

As  silver,  currency,  and  stamps  may  be  lost  very  easily, 
they  should  never  be  sent  through  the  mails.  Besides,  there 
is  no  receipt  to  show  whether  the  remittance  was  sent  or  re- 
ceived. An  exception  is  sometimes  made  with  small  amounts, 
if  the  person  or  firm  to  whom  they  are  sent  assumes  all  risk. 
In  that  case,  stamps  should  be  folded  in  paraffin  paper. 
Coins  should  be  inserted  in  a  coin  card,  which  can  be  made 
easily  from  a  heavy  piece  of  cardboard  by  cutting  holes  just 
the  size  of  the  coin  with  a  sharp  penknife.  After  the  coin 
is  inserted,  a  stout  piece  of  paper  should  be  pasted  on  each 
side. 

36.  Money-Orders. — A  money-order  is  an  order  issued 
by  one  express  office  or  post-office  and  payable  at  sight  at 
another.  Express  money-orders  are  convenient  and  cheap. 
They  may  be  purchased  for  a  small  fee  at  any  express  office 
or  at  the  agencies  in  drug  stores  and  similar  places.  As  the 
face  of  the  order  bears  the  sum  and  the  remitter's  name,  and 
as  the  payee  must  indorse  it  before  receiving  payment  from 
the  company,  an  express  money-order  provides  a  record  of  the 

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REMITTANCES  67 

transaction.     After  payment,  the  company  keeps  the  order  as 
a  part  of  its  records,  so  that  it  can  be  referred  to  if  needed. 

Though  the  postal  money-order  is  obtainable  at  nearly  every 
post-office,  it  is  an  expensive  way  of  sending  more  than  $25. 
Besides,  the  post-office  cannot  issue  an  order  for  over  $100. 
This  form  is  merely  an  order  by  the  postmaster  at  one  place 
upon  the  postmaster  at  another  to  pay  a  stated  sum  to  the 
person  named  in  the  order.  The  remitter  writes  out  an  appli- 
cation and  is  given  a  receipt,  which,  however,  does  not  bear 
his  name  and  which  is  therefore  not  a  full  record  of  the 
transaction. 

37.  Checks. — Checks  are  growing  in  use  as  the  number 
of  bank  depositors  increases.  When  you  deposit  money  in 
the  bank,  you  are  furnished  with  a  check-book  containing 
blank  checks.  On  these  you  write  an  order  over  your  signa- 
ture directing  the  bank  to  pay  a  stated  sum  to  the  person  you 
name.  You  are  called  the  drawer  or  maker;  the  person  you 
^lame  is  the  payee;  the  bank  is  the  drawee.  When  the  bank 
pays  the  check,  it  deducts  the  sum  from  your  account. 

The  chief  disadvantage  of  the  personal  check  is  that  the 
payee  has  no  assurance  that  it  is  good;  that  is,  that  the  drawer 
will  have  that  much  money  on  deposit.  Another  is  that  in 
large  cities  there  is  a  charge  for  collecting  many  out-of-town 
checks.  This  charge  should  always  be  added  to  the  face  of 
the  check  to  protect  the  creditor  against  loss. 

Before  the  payee  can  cash  the  check,  he  must  indorse  it. 
He  does  this  by  turning  it  face  downward  with  the  left  end 
at  the  top.  Across  the  top  he  writes  the  indorsement  which 
is,  in  effect,  a  receipt  for  the  money.  The  payee  indorses  it 
if  he  simply  writes  his  name.  He  indorses  it  in  full  if  he 
writes  "Pay  to  the  order  of — "  and  signs  his  name.     The 


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72  ELEMENTARY  BUSINESS  SITUATIONS 

bank  returns  the  indorsed  check  to  the  maker,  who  then  has  a 
complete  record  of  the  transaction,  including  the  receipt. 

The  certified  check  is  drawn  like  a  personal  check,  but  the 
bank  certifies  that  it  is  good,  that  is,  that  the  signature  is 
correct  and  that  the  amount  is  in  the  bank.  This  it  does  by 
stamping  across  the  face  "good,"  or  "certified,"  and  adding 
the  signature  of  the  cashier  or  paying  teller.  Naturally,  it 
does  not  wish  to  be  troubled  with  certification  of  small  sums. 
At  the  time  of  certifying,  the  bank  deducts  from  the  account 
the  amount  of  the  check.  With  such  a  guarantee  the  check  is 
anywhere  practically  as  good  as  the  money  itself. 

A  cashier^ s  check  is  drawn  by  the  cashier  of  a  bank  or  treas- 
urer of  a  trust  company  on  his  own  bank.  If  you  wish  such  a 
check,  make  out  your  personal  check  for  the  amount  you 
desire.  The  bank  cashier  will  then  make  out  a  cashier's  check 
in  your  favor.  This  you  can  indorse  in  favor  of  anyone  you 
may  name.  It  is  the  equivalent  of  a  certified  check  or  bank 
draft,  and  furnishes  a  record  of  the  transaction. 

Voucher  checks  are  growing  in  favor,  as  they  provide  a 
receipt  on  the  face  of  the  check.  On  a  voucher  check  the 
items  for  which  it  is  a  payment  are  listed,  and  often  the  ad- 
dress as  well  as  the  name  of  the  payee  is  given.  Sometimes 
two  signatures  by  the  company  or  corporation  drawing  it  are 
necessary  for  validity. 

38.  Drafts. — A  hank  draft  is  a  kind  of  check  which  one 
bank  draws  on  another  in  some  financial  center  of  the  coun- 
try. As  no  exchange  is  charged  for  cashing  drafts  on  financial 
centers  like  New  York  and  Chicago,  banks  and  business 
houses  frequently  require  that  remittances  be  sent  in  drafts. 

If  you  wish  to  make  such  a  remittance,  you  would  draw  a 
check  in  favor  of  your  bank  for  the  sum-  and  present  it  to  the 


---  3  a  93 


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74  ELEMENTARY  BUSINESS  SITUATIONS 

cashier.  He  would  make  the  draft  payable  to  the  firm  to 
which  you  are  remitting  if  you  so  requested,  but  usually  he 
would  make  it  out  in  your  favor.  You  would  then  indorse  it 
in  favor  of  the  firm  to  which  you  are  remitting.  The  payee 
indorses  it  when  he  cashes  it  at  his  bank.  Thus  the  draft 
itself  supplies  a  complete  record  of  that  piece  of  business.  It 
is  then  returned  to  your  bank,  where  you  might  in  case  of 
need  examine  it  as  a  receipt. 

Tiine  drafts  are  sometimes  used  in  meeting  obligations.  As 
in  bank  drafts,  two  banks  carry  on  the  transaction.  If  a 
merchant  owes  a  firm  for  goods  but  is  not  in  a  position  to  pay 
when  the  bill  becomes  due,  the  firm  may  extend  his  time  by 
sending  a  time  draft  through  its  bank  to  the  bank  in  the 
merchant's  town.  This  bank  presents  it  to  the  merchant,  who 
signifies  his  intention  of  paying  by  writing  "Accepted" 
across  the  face,  adding  the  date  and  his  signature.  The  time 
draft  is  then  returned  to  the  bank  with  which  the  firm  de- 
posits. If  the  firm  needs  money,  the  bank  will  discount 
the  draft;  that  is,  the  bank  will  pay  the  draft,  but  will 
keep  a  small  part  of  the  face  value  as  a  return  for  interest 
charges  and  for  its  services  in  collecting  the  draft  when  it 
falls  due. 

A  sight  draft  is  like  a  time  draft  in  every  respect  except  that 
it  must  be  paid  at  sight  instead  of  after  a  lapse  of  time.  In 
the  United  States  it  is  frequently  used  to  collect  bills  that  are 
overdue. 

39.  Acceptances. — Since  the  Civil  War  the  American  way 
of  doing  business  has  been  by  means  of  credit.  A  merchant 
buying  a  bill  of  goods  may  be  given  30  or  60  days,  and  some- 
times longer,  in  which  to  pay  for  it.  Thus  he  is  granted  time 
in  which  to  sell  at  least  part  of  the  goods  and  thereby  secure 


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76 


REMITTANCES  77 

the  money  for  payment.    If  he  is  willing  to  pay  at  once,  within 
10  days,  he  is  usually  granted  a  discount  of  2  or  3  per  cent. 

In  recent  years  there  has  arisen  a  movement  on  the  part 
of  jobbers  and  manufacturers  to  secure  funds  at  once  for  the 
goods  they  sell.  Along  with  the  invoice  they  send  an  accep- 
tance, a  statement  that  the  merchant  has  received  the  goods 
and  that  he  promises  to  pay  for  them  within  30  days.  This 
acceptance  the  manufacturer  can  discount  at  the  bank  and 
thus  obtain  funds  for  carrying  on  or  expanding  his  business. 
If  the  merchant  is  not  ready  to  pay  at  the  end  of  30  days, 
when  his  local  bank  presents  the  acceptance,  it  can  run  for 
another  30  days  at  interest. 

40.  Notes. — Sometimes  payment  is  made  by  promissory 
note.  That  is,  a  person  writes  out  a  promise  to  pay  a  set  sum 
at  the  end  of  a  stated  period,  with  a  specified  rate  of  interest. 
The  payee  can  frequently  discount  the  note  at  the  bank,  if 
both  the  maker  and  the  payee  are  favorably  known  to  the 
bank  authorities.  The  payee  then  guarantees  payment  by 
writing  his  name  across  the  back  of  the  note. 

41.  Letter  of  Remittance. — The  letter  of  remittance 
should  be  as  careful  in  details  as  a  lawyer's  contract.  It 
should  specify  the  enclosures,  such  as  notes,  drafts,  checks, 
money-orders,  acceptances,  so  that  any  wrong  enclosures  or 
incorrect  amounts  may  be  detected  at  once.  It  should  also 
specify  the  accounts  upon  which  they  are  to  be  apphed. 
Otherwise  the  creditor  will  apply  them  as  he  sees  fit. 

Enclosures  should  be  laid  with  upper  edges  along  the  top 
of  the  letter  and  the  left-hand  ends  even  with  the  correspond- 
ing edge  of  the  sheet,  and  should  be  fastened  in  place  with  a 
pin  or  small  paper  fastener.    The  statement  of  enclosures  is 


78  ELEMENTARY  BUSINESS  SITUATIONS 

often  made  specific  (see  letter  on  page  79)  so  that  the 
stenographer  or  mail  clerk  will  make  no  mistake.  The 
one  who  opens  the  envelope  can  also  check  up  the  items 
at  a  glance. 


/. 


/ 


No. — 1367  New  York.       niajVcL  73     ,„?(? 

t^?Equitable Trust CompanyofNew York -en 

G°i-=«ial3'»a'*c^ 


Pay  TO THE 

ORDER  OE. 


I^W^  rUUM-druicL  ;CuntOt.  CKa^XJ.    ^y,oo  — ^- p^^  ^^^^ 


Uaroh  33,    1930 


The  Smith  Publlahlng  Company 
30  Broadway 
New  York  City 

Gentleien: 

The  enoloeed  check  for  five  hundred 
twelve  dollars  and  thirty-three  oents 
($513.33)  IB  In  payment  of  the  ahlpment 
of  books  made  on  January  33. 

Very  truly  yours. 


REMITTANCES  79 

42.  Acknowledgment  of  Remittance. — The  acknowledg- 
ment of  a  remittance  should  be  very  prompt.  It  should  state 
the  amount  received  and  should  be  a  conspicuous  example  of 
that  courtesy  that  looks  to  the  future. 

THE  GENERAL  ORGANIZATION 
The  Martha  Washington  High  School,  Denver,  Colorado 

Ootober  T,   1920 

The  Towne  Manufacturing  Company 
813  Lake   Street 
Chicago,    IllinoiB 

Gentlemen: 

I  enclose  a  draft  for  |45.55  in  payment  of  the  sta- 
tionery you  aent  on  September  3  and  a  certified  check  for 
^78.40  in  payment  of  the  school  pins  delivered  on  September 
2b,  $80  less  3  per  cent  for  payment  in  10  days. 

Very  truly  yours, 
0.  B.  Black 

Enc.  draft   $45.55 

Eno .  cert,  check  $78-40 


THE  TOWNE  MANUFACTURING  COMPANY 

School  and  Office  Supplies 
8i2  Lake  Street,  Chicago,  Illinois 

October  4,  1919 

Mr.   0.   B.  Black 

Martha  Washington  High  School 

Denver,  Colorado 

Dear  Sir: 

We  thank  you  for  your  draft  for  $45.55  and  certified 
check  for  $78.40,  which  settled  your  account  in  full. 

We  hope  that  the  high  quality  of  the  stationery  and 
pina  will  bring  your  name  on  our  books  for  another  order. 

Very  truly  yours, 

The  Towne  Manufacturing  Company 


80  ELEMENTARY  BUSINESS  SITUATIONS 

Exercise  44 — Oral 

1.  An  advertisement  offers  rat  paste  for  roaches  and  water-bugs 
for  25  cents  a  tube.  How  would  you  pay  for  a  tube  ordered  from  the 
Rat  Biscuit  Company,  Springfield,  Ohio? 

2.  Houghton  Mifflin  Company,  4  Park  Street,  Boston,  Mass., 
offers  "A  Treasury  of  War  Poetry''  for  $1.25.  How  would  you 
remit?     If  you  pay  by  check,  for  how  much  would  j^ou  draw  it? 

3.  You  are  in  a  jobbing  business.  Samuel  Lee,  a  new  customer, 
sends  in  an  order  amounting  to  $48  and  offers  to  pay  by  personal 
check.  You  do  not  wish  to  lose  his  patronage.  You  wish  to  protect 
yourself  against  loss.     What  are  you  going  to  do? 

4.  You  live  in  Turner  Center,  Idaho,  ten  miles  from  the  railroad. 
You  have  bought  a  bicycle  of  the  Mead  Cycle  Company,  Chicago, 
111.,  on  the  instalment  plan.     How  would  you  remit  S5  a  month? 

5.  You  live  in  Dudleyville,  on  the  railroad,  and  wish  to  pay  the 
cost  of  the  bicycle  (S35)  at  once.  You  have  no  bank  account. 
What  form  of  remittance  would  you  use? 

Exercise  45 — Written 

Cut  pieces  of  paper  the  proper  size  for  checks,  notes,  and  drafts 
(about  3^  X  8  inches).  Make  them  out  properly  and  enclose  them 
in  the  following  letters. 

1.  Send  an  acceptance  to  J.  C.  Wilson  Company,  Detroit,  Mich., 
of  $912.60  for  a  shipment  of  motor  trucks  and  parts. 

2.  Write  to  the  St.  Louis  Sheet  Metal  Company,  remitting  $72.62 
in  payment  of  your  account  as  shown  by  their  last  monthly  state- 
ment. What  form  would  you  use?  Have  you  used  the  proper 
tenses?     (See  §  §  207,  208.) 

3.  Write  to  the  freight  agent  in  your  town,  paying  the  month's 
freight  bill.     How  would  you  remit? 

4.  Write  Whitman  and  Barnes,  Akron,  Ohio,  sending  them  a  note 
for  $250  on  your  account. 

5.  You  are  in  business  at  Oxford,  Miss.  Send  a  bank  draft  to 
Cutter  and  Robson  for  $138.50  for  your  month's  bill  for  fruit  and 
candies. 

6.  You  have  bought  a  house  and  lot  in  Cedar  Rapids,  Iowa.    The 


REMITTANCES  81 

price  is  $6,500.  You  pay,  $1,500  down  to  Samuel  Birbeck,  the 
owner,  in  Des  Moines,  Iowa,  and  arrange  for  further  payments  in 
instalments.  Use  certified  check.  Have  you  used  the  future 
tense  properly?     (See  §  §  208,  210.) 

8.  Eben  Lewis,  Sentry ville,  Ariz.,  has  sent  you  a  check  to  apply 
on  his  account.     Acknowledge  the  receipt  of  it. 

9.  You  have  requested  Wilson  and  Winder  to  settle  their  account 
in  full.  They  send  a  draft  for  $90,  leaving  $1 10  to  be  paid.  Write 
an  acknowledgment.  What  reference  can  you  make  to  the  unpaid 
balance? 

10.  Mr.  George  Kenna  writes  you  that  he  is  enclosing  a  check  for 
$32.25,  but  forgets  to  enclose  it.     Write  an  appropriate  reply. 

11.  Mr.  Alfred  Whiting  writes  that  he  is  sending  $28.30,  the 
amount  he  owes  you.  By  mistake  he  draws  the  check  for  $30.28. 
Return  the  excess  by  check  with  an  appropriate  acknowledgment. 

Exercise  46 — Oral  Reports 

Plan  very  carefully  a  paragraph  on  one  of  these  topics  and  deliver 
it  before  the  class. 

1.  The  advantage  of  each  form  of  remittance. 

2.  The  importance  of  a  business  signature. 

3.  Why  a  depositor  needs  a  pass-book. 

4.  How  to  keep  your  check -book  balanced. 

6.  How  to  make  a  deposit  of  coin,  bills,  and  checks. 

Let  a  member  report  whether:  (1)  he  could  hear  you  easily;  (2) 
your  plan  was  clear;  (3)  you  used  adjectives  for  adverbs.  (See 
§  213.) 

6 


CHAPTER  VIII 
LETTERS  OF  APPLICATION 

43.  What  They  Are. — If  you  will  suppose  that  you  have 
completed  the  high  school  course  or  that  ill-fortune  forces  you 
to  go  to  work,  imagine  also  that  you  are  trying  to  secure  a 
position.  If  you  do  not  have  relatives  or  friends  who  can  aid 
you  in  this,  your  success  will  depend  on  your  ability  to  con- 
vince prospective  employers  that  you  are  the  best  person  for 
the  position  they  wish  to  fill.  How  much  ability  of  that  kind 
is  revealed  in  the  two  following  answers  to  advertisements? 

The  natural  course  for  you  to  follow  would  be  to  watch  the 
advertisements  in  the  newspapers  and  apply  for  such  posi- 
tions as  attract  you.  Very  often  the  applicant  is  instructed 
to  write  a  letter  stating  his  qualifications  and  giving  some 
account  of  himself. 

There  are  two  ways  of  arranging  the  material  of  such  a 
letter.  Both  arrangements  are  good.  You  will  choose  one  or 
the  other  according  to  the  circumstances  of  the  particular  case. 

When  the  position  is  one  for  which  there  will  probably  be 
many  applicants,  so  that  the  employer  can  give  only  a  little 
time  to  each  letter,  what  is  known  as  the  tabular  form  is  use- 
ful. It  tells  more  at  a  glance  than  does  the  ordinary  letter 
arrangement. 

44.  The  Tabular  Form.— 

Boy  in  OflBce 

wanted  for  woolen  concern.  Apply  in  type 
oV  hand-writing,  stating  experience.  Ad- 
dress MM210,  Daily  News  Record,  8  E.  13th 
St. 

82 


XETTERS  OF  APPLICATION  83 

2791  Balnbrldge  Avenue 
East  Bt.  Louis,  llllnole 
April  1.  1920 

10(210 

Dally  ilevTs  Record 
8  East  13  ntreet 
Saint  Louis,  Mo. 

Gentlemen: 

I  wish  to  apply  for  the  position  of  Boy  in  Office  adver- 
tised in  today's  "News  Record." 

My  qualifications  are  as  follows: 

Age  —  sixteen  years 

Education  —  t>vo  years  In  Commercial  High  School,  East  St. 

Loula.   I  plan  to  study  textiles  In  evening  school. 
Experience  ~  eurr..'ncr,  1918.  office  boy  of  Smlth-Emes  Company, 

313  Locust  Street  for  two  months. 

summer,  1919.  office  boy  with  Slawson  and  Decker, 
tailors,  112  Uaynard  Place,  for 
nine  weeks. 
References,  by  permission  —  Character  —  Principal  Cllbert  B. 

Sykes,  Commercial 
High  School,  East  St. 
Loula,  Illinois. 

Business  ability  —  Mr.  A.  B.  Decker 
112  Maynard  Place 
St.  Louis,  Mo. 

Yours  truly. 

For  some  positions,  however,  the  tabular  form  of  apphca- 
tion  might  seem  too  bare  and  abrupt;  the  items  of  fact  need 
to  be  given  with  somewhat  fuller  comment  or  background. 
Or  the  position  might  be  one  in  which  the  candidate's  skill 
at  writing  letters  with  or  without  supervision,  would  be  espe- 
cially important.  In  such  a  case  the  ordinary  letter  arrange- 
ment of  material  is  preferable. 

45.  The  Letter  Form.— 

Young  Lady  as  Stenographer  and  Typist, 
well  educated,  with  experience  in  keeping  files. 
■  Hours  9-5.  Apply  in  own  typewriting,  nam- 
ing former  employers.  Address  SW33  Times 
Democrat. 


SA  ELEMENTARY  BUSINESS  SITUATIONS 

831  Jackson  Boulevatd 
Nev  Orleans,  Louisiana 
March  30,  1920 

SW33 

Times  Dem6orat 

New  Orleans,  La. 

Gentlemen: 

I  feel  myself  competent  to  fill  the  position  ae 
stenographer  and  typist  advertised  in  this  morning's  "Timee 
Democrat."  Here  are  my  qualifications: 

My  general  education  was  gained  at  the  Sophie  Newoomb 
College,  where  I  was  graduated  in  June,  1918.  My  business 
training  was  gained  at  Claridge's  Secretarial  School.   I  can 
transcribe  with  speed  and  accuracy  both  from  my  own  notes 
and  from  the  dictating  machine. 

My  experience  covers  the  year  1919  in  the  offioee  of 
Messrs.  Hartwell  and  Buck,  Attorneys  at  Law,  where  I  am  now 
in  charge  of  the  filing.  I  also  act  as  private  seoreteo'y 
for  Mr.  J.  0.  Buck. 

My  references,  by  permission,  are: 

Mrs,  Marion  Ellwood,  Dean  of  Sophie  Newcomb  College,  who 
can  speak  of  my  character  and'  general  ability. 

Mr.  J.  0.  Buck,  of  the  law  firm  of  Hart?; ell  and  Buck,  who 
can  testify  as  to  my  ability  in  filing  and  secretarial 
work. 

If  you  think  my  qualifications  fit  me  for  the  position, 
I  shall  be  glad  of  in   Interview  at  your  convenience.  My 
home  telephone  is  Ponchartraln  815. 


Exercise  47 


What  is  the  purpose  of  each  letter?  What  is  the  difference  in  the 
kind  of  position  sought?  What  is  the  difference  in  the  body  of  each? 
What  is  the  usefulness  of  tabulation?  Do  you  think  either  letter 
would  stand  out  among  the  many  other  applications  for  the  same 
position?  Will  the  employer  during  the  interview  say  to  himself, 
"This  is  the  person  who  wrote  that  letter?"  Do  you  think  either 
applicant  exceptionally  qualified  for  the  position  sought? 


LETTERS  OF  APPLICATION  85 

46.  Importance  and  Purpose. — Such  letters  of  applica- 
tion may  easily  be  the  most  important  you  will  write,  at 
the  beginning  of  your  business  career.  If  you  reply  to  a 
"blind"  advertisement,  like  the  two  to  which  replies  are 
given  above,  where  the  name  of  the  firm  is  withheld  and 
only  very  general  requirements  are  mentioned,  you  will  have 
many  competitors.  If  the  name  of  the  firm  and  the  qualifica- 
tions required  are  mentioned,  you  may  not  have  many  but 
you  will  have  strong  competitors.  Even  where  you  have  been 
recommended,  you  should  put  your  best  foot  forward. 

In  any  case,  you  wish  to  convince  some  business  man  that 
you  are  the  best  person  for  some  particular  position.  In  order 
to  select  the  arguments  that  will  impress  him  most,  try  to 
imagine  yourself  sitting  at  his  desk  and  asking  some  applicant 
the  questions  you  would  like  to  have  answered.  If  the  ad- 
vertisement is  not  a  "bUnd"  one  and  you  can  find  out  some- 
thing about  the  advertiser's  methods  of  doing  business  or 
his  prejudices  and  other  peculiarities,  make  your  letter  fit 
them.    Watch  the  following  points. 

47.  Beginning. — In  the  first  sentence  apply  for  the  posi- 
tion, stating  how  you  learned  of  it.    For  example: 

Please  consider  me  an  applicant  for  the  position  of  office  girl, 
mentioned  in  your  advertisement  in  this  morning's  Times. 

I  wish  to  apply  for  the  position  of  bookkeeper  advertised  in  this 
afternoon's  Sun. 

Observe  that  advertisement  is  not  abbreviated,  and  that  the 
writer  does  not  waste  time  by  saying  that  he  has  seen  or  read 
or  noticed  the  advertisement. 

48.  Qualifications. — Age  is  nearly  always  an  important 
qualification.    Business  experience  is  always  helpful.    If  you 


86  ELEMENTARY  BUSINESS  SITUATIONS 

have  been  employed  before,  give  the  employer's  name  and 
the  nature  and  duration  of  the  service.  If  you  desire  to 
change  your  present  position,  give  your  reasons  as  briefly  as 
possible.  If  you  are  applying  for  a  kind  of  position  new  to 
you,  show  how  your  past  experience  prepares  for  it. 

If  you  have  had  no  past  experience,  it  is  unnecessary  to 
mention  the  fact,  but  show  how  your  education  and  your 
hopes  for  the  future  fit  you  for  the  position.  In  any  case, 
you  will  do  well  to  name  the  schools  which  you  attended  and 
the  subjects  that  you  studied.  In  some  cases,  it  may  be  well 
to  state  whether  you  live  with  your  parents  and  what  salary 
you  expect. 

49.  References. — It  is  only  courteous  to  ask  your  teachers 
or  former  employers  for  permission  to  use  their  names  before 
giving  them  as  references  in  a  letter  of  application.  State 
whether  the  person  can  speak  for  your  character,  your  effi- 
ciency, or  some  other  qualification.  Always  give  the  full 
name  and  the  exact  address,  even  if  you  must  spend  some  time 
in  looking  them  up.  If  j'ou  have  already  secured  letters  of 
recommendation,  enclose  copies  of  them,  but  the  personal 
letters  from  your  references  will  have  much  more  weight  than 
general  recommendations. 

50.  Ending. — Most  letters  of  application  merely  prepare 
for  an  interview.  You  will  therefore  do  well  in  the  conclu- 
sion to  mention  your  telephone  number  or  indicate  how  and 
when  you  may  be  found.  Use  Yours  truly,  or  Very  truly 
yours,  in  closing.  Respectfully  yours  is  appropriate  only  where 
you  are  applying  to  one  in  high  position.  Most  appHca- 
tions  are  matters  of  business  where  no  particular  deference 
is  due. 


LETTERS  OF  APPLICATION  87 

51.  Appearance. — Use  unruled  paper  of  business  size, 
and  of  good  quality.  Write  very  neatly,  with  the  neatest 
possible  arrangement  on  the  page.  Be  very  careful  of 
spelling,  grammar,  punctuation.  Make  your  letter  of  ap- 
plication stand  out  favorably  from  all  others. 


Exercise  48 

Compare  the  following  letters  with  the  two  at  the  beginning  of  the 
chapter.  Note  the  way  the  following  examples  begin,  the  statement 
of  qualifications,  the  inclusion  of  references,  and  the  ending.  Then 
rewrite  each  in  such  a  way  that  it  will  meet  the  requirements  of 
§§47-5L 


A34 

Times  Downtown 

Some  time  ago  I  saw  your  ad.  The  position  is  one  I  think  would 
suit  me,  as  the  hours  seem  not  too  hard.  I  have  a  pretty  good  job 
now,  but  my  boss  tries  to  make  a  packhorse  out  of  me  and  doesn't 
give  me  any  hope  of  advancement.  I  should  like  to  enter  the  ser- 
vice of  an  enlighted  employer  like  you. 

If  you  want  references,  ask  anyone  who  has  ever  employed  me. 
But  I  should  prefer  to  call  in  person.  Hoping  to  hear  from  you 
without  delay, 

What  point  of  view  does  the  writer  of  this  letter  take? 

2. 

Mr.  A.  B.  Yorke 
Care  Dallas  News 

Dear  Mr.  Yorke: 

I  learn  from  this  morning's  "News"  that  you  need  a  typist  and 
office  assistant.  As  I  am  about  to  graduate  from  Pyne's  Business 
College  and  would  like  to  have  a  good  place,  I  think  you  will  wish 


88  ELEMENTARY  BUSINESS  SITUATIONS 

to  investigate  my  qualifications.  Of  course,  I  haven't  had  any  real 
experience,  but  our  school  is  just  Uke  an  office,  so  I  know  all  about 
your  work. 

If  you  wish  references,  I  do  hope  you  will  write  to  Mr.  Goode,  my 
typewriting  teacher.     He  knows  all  about  me. 

Respectfully  yours, 

Are  the  qualifications  and  references  convincing?    Why? 

3. 

Mr.  A.  L.  Butler 
411  Bond  Street 
Philadelphia,  Pa. 

Dear  Sir: 

A  friend  of  mine  informs  me  you  are  in  need  of  a  bookkeeper. 
Now  bookkeeping  is  my  long  suit.  I  am  about  to  graduate  from  the 
Eastern  High  School,  where  I  have  been  keeping  the  books  of  the 
Eastern  Organization.  You  know  it  runs  everything  in  school,  all 
the  athletics,  and  the  lunch  room,  and  everything.  We  last  year 
did  a  business  of  $12,000.  And  I  kept  all  the  books.  The  faculty 
adviser  audited  them  and  couldn't  find  any  mistakes.  Of  course, 
he  had  given  me  directions  every  once  in  a  while,  but  the  work  was 
all  mine.  In  short,  I  feel  confident  I  know  the  bookkeeping  game 
now. 

After  I  get  a  position  I  expect  to  study  at  night  until  I  become  a 
C.P.A.  I  shall  be  glad  to  see  you  any  day  after  three  o'clock  for  a 
personal  conference. 

Cordially  yours, 

Is  the  tone  of  this  letter  likely  to  make  a  good  impression?  Will 
the  employer  conclude  that  the  boy  will  carry  out  instructions  or  do 
things  his  own  way? 

Exercise  49 

1.  Positions  (b),  (e),  (g),  (i),  on  the  following  page  are  open  to 
boys.  Write  a  letter  of  application  for  each,  tabulating  the  quali- 
fications as  in  the  example  in  §  44. 


LETTERS  OF  APPLICATION  89 

2.  Write  a  suitable  letter  of  application  for  each  of  the  positions 
(a),  (c),  (d),  (f),  (h).  Before  handing  it  in  make  sure  of  these  two 
points:  (1)  Is  every  compound  sentence  properly  punctuated  (for 
the  rule,  see  §  228  [l])?  (2)  Are  all  adverbial  clauses  properly  set 
off  (for  the  rule,  see  §  228  [6])  ? 


(a) 


BOOKKEEPER  and  bill-clerk;  state 
age,  nationality,  experience,  salary  expected. 
Frothingham,  L  217  Times. 

BOY  to  operate  small  switchboard  and 
fU\  run  errands;  must  be  of  good  appearance;  $8 
^    •'    to  start.     Write  Room  1605.  50  East  42d  St. 

YOUNG     MAN     wanted     in     high-class 

retail  store  to  assist  in  selling;  salary  J 15  to 

(n\    start,  with  prospect  for  good  advancement. 

Address  in  own  handwriting,  giving  age  and 

experience.    G  524  Times  Downtown. 

YOUNG  MAN  wanted,  assistant  book- 
keeper steamship  office ;  state  salary  expected. 
J  647  Times  Downtown. 


(d) 
(e) 


(g) 

(h) 
(i) 


BOY  —  BOY  —         BOY— 

for  light  office  work  and  errands;  good  chance 
for  advancement;  start  $8\  large  wholesale 
house.  Write  Mr.Luetgens,  Jaburg  Bros.,  10- 
14  Leonard  St.,  New  York  City. 

BOY    of    American    parentage,    about    17 
years  of  age,  as  junior  mail  clerk  and  to  assist 
-..     in   office;  must  have  good  education,  come 
VU     highly  recommended;  state  salary  expected 
and   experience,  if  any.     Address   Manufac- 
turer, H  754  Times  Downtown. 

BOY  wanted  as  clerk  in  foreign  depart- 
ment of  commercial  house;  salary  to  start,  $10 
per  week,  with  rapid  advancement;  apply  by 
letter.     C  665  Times  Downtown. 

BOY,  INTELLIGENT.  For  growing 
advertising  agency;  excellent  opportunity  for 
advancement.  Write  Room  1009.  110  West 
34th  St. 

BOY  to  run  errands.  Herbert  &  Hughes 
Co.,  18  East  42d  St. 


Exercise  50 

1.  Positions  (a)  and  (d)  on  the  next  page  are  open  to  girls. 
Write  a  letter  of  application  for  each,  tabulating  your  quahfications 
as  in  the  specimen  in  §  44. 


90  ELEMENTARY  BUSINESS  SITUATIONS 


(a) 


CLERKS,  between  the  ages  of  16  and 
18,  in  the  office  of  a  large  corporation ;  experi- 
ence unnecessary ;  hours  9  to  5 ;  half  day  Satur- 
day throughout  the  year;  vacations  with  pay; 
salary  SIO  per  week  to  start;  rapid  advance- 
ment to  higher  paid  positions.  Write,  stating 
age,  education,  experience,  if  any,  &c.,  H  483 
Times  Downtown. 

TYPIST.     Refined   young   lady    for    main 

office  of  a  large  company;  must  be  a  fast,  ac- 

fU\    curate    operator;    no    stenography    required; 

starting  salary,  S12-S15  a  week.    Address  J.  H. 

Williams  &  Co.,  152  Hamilton  Av.,  Brooklyn. 

TYPISTS.  —  Immediate    and     permanent 

(c)    work;    compensation    governed    by    ability. 

Address  Boyd's,  19  Beekman  St.,  N.  Y.  City. 


(d) 


GIRLS,  bright,  to  make  themselves 
generally  useful.  Frank  Brothers'  Shoe  Store 
588  5th  Av.,  (48th  St.) 


2.  Write  a  suitable  letter  of  application  for  positions  (b)  and  (c). 
(1)  Is  every  compound  sentence  properly  punctuated  (for  the  rule, 
see  §  228  [1])  ?  (2)  Are  all  adverbial  clauses  properly  set  off  (for 
the  rule,  see  §  228  [6])  ? 

Exercise  51 — Oral 

1.  Let  a  committee  of  the  class  be  appointed  to  pass  upon  these 
applications.  A  large  proportion  of  the  applications  will  probably 
be  rejected  on  the  mere  appearance  of  the  letter.  Of  those  remain- 
ing, a  selection  should  be  made  of  those  most  likely  to  fill  the  posi- 
tion so  far  as  you  can  judge  by  their  statement  of  qualifications  and 
manner  of  writing. 

(a)  Does  the  letter  definitely  explain  how  the  writer  is  fitted  for 

the  position  in  question? 

(b)  Is  it  paragraphed  in  an  orderly  manner,  and  careful  in  spell- 

ing and  punctuation? 

(c)  Does  it  suggest  any  unpleasant  traits,  such  as  conceit? 

2.  Let  the  committee  report  to  the  class  its  findings. 

Exercise  52 

Write  a  letter  of  application  for  each  of  these  positions. 
1.  There  is  open  a  position  as  teacher  in  the  high  schools. 


LETTERS  OF  APPLICATION        '  91 

2.  Rogers  and  Black  of  New  Orleans  wish  a  stenographer  who  can 
translate  from  and  into  Spanish  and  Portuguese  and  who  is  familiar 
with  the  business  customs  of  South  America.  State  age  and  ex- 
perience. 

3.  Bookkeeper — man — familiar  with  recent  accountancy  systems, 
to  inaugurate  system  of  new  firm.  Address  S.  W.,  Los  Angeles 
Times. 

4.  Stenographer,  familiar  with  legal  terms,  legal  filing,  and  rou- 
tine of  law  office.  Address  Stephen  Bonselle,  Wilson  Building, 
Omaha,  Neb. 

Exercise  53 — Oral 

Let  a  member  of  the  class  act  as  employer.  He  will  interview 
those  chosen  in  Exercise  51  and  finally  select  an  applicant  for  the 
position  sought. 


CHAPTER  IX 
THE  NEWSPAPER 

52.  Reason  for  Reading. — The  newspaper  is  read  by 
virtually  everyone.  It  is  read  by  men  as  they  hurry  to  work 
in  vast  cities.  It  is  read  by  women  sitting  in  hamlets  far  from 
the  railroad.  It  is  read  calmly  by  venerable  statesmen  intent 
upon  the  significance  of  a  speech  in  some  foreign  land.  It  is 
read  eagerly  by  excited  boys  who  pursue  the  career  of  their 
favorite  batter  in  a  baseball  league.  The  newspaper  should 
be  read  by  everyone.  The  world  is  one  vast  community. 
Anyone  who  hopes  to  be  intelligent  must  become  acquainted 
with  the  activities  of  the  world.  Anyone  who  enters  business 
must  know  how  this  country  and  other  countries  are  pro- 
gressing. 

53.  What  the  Newspaper  Gives.^ — Obviously,  a  newspaper 
ought  to  give  the  news.  What  is  news?  It  must  be  some 
current  happening  that  is  interesting.  Would  a  dog-fight  be 
interesting?  It  surely  interests  the  circle  gathered  round  it, 
but  it  would  not  arrest  the  attention  of  many  who  might  see 
it  mentioned  in  a  paper.  It  would  not  be  unusual  enough. 
It  has  nothing  of  the  new  in  it.  It  does  not  record  any  change 
that  will  affect  people's  lives.  To  be  news  a  dog-fight  would 
have  to  interest  many  readers  outside  the  circle  watching  the 
fight.  If  a  boy  showed  some  daring  in  stopping  the  fight — 
if  there  were  any  striking  contrast  with  ordinary  life — the 
account  might  become  news. 

92 


THE  NEWSPAPER 


93 


The  demand  for  interest  must  be  met  even  by  the  shortest 
account,  called  a  "news  item."  The  first  few  words  must 
catch  the  reader's  attention.  The  first  sentence  must  show 
what  is  the  most  important  feature  of  the  event.  The  whole 
account  must  give  definite  facts,  in  simple,  direct  wording,  in 
clear  sentences,  arranged  in  an  order  very  easy  to  follow. 


Exercise  64 


Concerning  the  two  following  news  items  printed  the  same  after- 
noon, answer  these  questions: 

1.  Which  account  contains  the  most  definite  facts? 

2.  Which  uses  the  simpler  words? 

3.  In  which  are  the  sentences  easier  to  understand? 

4.  Which  account  is  the  easier  to  follow? 


COLLEGE  FLYERS    TO    RACE    FOR 
CUP 


FIRST  COLLEGE  AIR  RACE  SET 
FOR  MAY  6 


At  Least  Six  Institutions  to  Take  Part 
in  550-Mile  Competition  in  May. 

The  first  intercollegiate  air  race  will 
be  held  over  a  550-mile  course  on  May 
6  and  7  with  at  least  six  universities  and 
colleges  taking  part. 

The  American  Flying  Club  to-day 
offered  a  cup  to  be  competed  for  an- 
nually by  the  college  flying  teams.  The 
institutions  already  interested  are  Yale, 
Harvard,  Columbia,  Princeton,  Williams 
and  Cornell.  Final  details  will  be  an- 
nounced on  March  13  by  the  newly  or- 
ganized Intercollegiate  Flying  Associa- 
tion. Each  college  will  be  permitted  to 
enter  two  machines. 

The  start  will  be  made  at  Columbia 
Flying  Field  or  the  army  aviation  field 
at  Mineola.  The  course  will  include 
stops  at  the  competing  colleges. 


American      Flying      Club      Announces 
Trophy  Offer 

Aviation,  which  will  have  its  inning 
as  a  college  sport  with  the  inaugura- 
tion of  the  intercollegiate  air  race  May 
6  and  7,  bids  fair  to  rival  in  popularity 
intercollegiate  rowing  as  a  spectacle. 
Six  of  the  leading  universities  are  pre- 
paring to  compete  in  this  500-mile 
circuit  flight,  the  American  Flying  Club, 
which  is  offering  a  cup  to  be  competed 
for  annually,  announced  to-day. 

Laurence  L.  Driggs,  president  of  the 
club,  states,  in  connection  with  the  an- 
nouncement that  the  club  has  voted  to 
hang  up  the  trophy,  that  for  the  first 
race,  the  club  is  cooperating  with  rep- 
resentatives from  Yale,  Princeton, 
Columbia,  Harvard,  Cornell  and 
Williams. 


94  ELEMENTARY  BUSINESS  SITUATIONS 

54.  Interesting  the  Reader. — In  longer  accounts  the 
newspaper  writer  has  to  do  much  more  than  present  the 
facts  clearly.  He  must  decide  what  feature  of  the  event  will 
be  most  likely  to  interest  the  reader.  Then  he  must  dwell  on 
that  feature.  The  first  few  sentences,  called  the  "lead," 
must  present  this  aspect  in  such  a  way  as  to  catch  the  reader's 
attention.  These  sentences  should  not  only  show  the  signif- 
icance of  the  event,  but  should  lead  the  reader  on  to  read 
the  rest  of  the  article.  Once  the  waiter  has  settled  on  the 
"feature"  of  the  event,  he  will  know  what  to  omit  in  his 
article  and  what  to  develop  at  the  greatest  length.  The  selec- 
tion of  the  feature  will  depend  sometimes  on  what  the  readers 
of  the  paper  are  interested  in.  Often  it  will  depend  on  what 
the  paper  wishes  the  readers  to  believe.  "Featuring"  is 
essential  to  making  a  news  article  attractive  and  worth  read- 
ing. To  practice  selecting  features  in  the  events  one  writes 
up  will  help  one  more  than  anything  else  to  develop  a  sense  of 
what  is  news. 

Note  in  the  following  accounts  of  Edison's  birthday  the 
very  different  featuring.  The  World  features  the  eight-hour 
day.  The  Tribune  features  his  scientific  achievements. 
Which  is  to  you  the  more  interesting?  How  much  of  this 
interest  is  due  to  featuring,  and  how  much  to  the  way  the 
article  is  written?    Which  uses  "73"  more  interestingly? 


EDISON.    73    TO-DAY,    SAYS:       "  I  EDISON  AT  73  IS  THE  CENTER 

COULDN'T  HAVE  DONE  MUCH  OF  REUNION 

UNDER  8-HOUR  RULE" 

Thomas  A.  Edison  was  seventy-three 

Those  who  remain  of  the  telegraphers  years    old    yesterday    and    the    Edison 

of  the  good   old  days  will  put  a  little  Pioneers,     an     organization     of    about 

extra  zest  into  the  "73"  they  flash  over  fifty  men,  who  became  associated  with 

the   wires  to-day  to   Tom   Edison,   for  him    between    1870   and    1885,    gave   a 

this     is     the     Greatest     Telegrapher's  luncheon  in  his  honor  at  the   Edison 

seventy-third      birthday      anniversary,  Laboratories,  in  Orange,  N.  J. 


THE  NEWSPAPER 


95 


and  in  the  code  of  his  old  craft  "73" 
means  "best  wishes,"  "good  luck,"  or 
"many  happy  returns." 

President  Woodrow  Wilson  was 
among  those  who  sent  messages  of  con- 
gratulation. The  letter  from  the  Presi- 
dent was  sent  to  T.  Commerford  Martin, 
Vice-President  of  the  Edison  Pioneers, 
and  read: 

"I  cannot  deny  myself  the  pleasure  of 
sending  a  message  to  be  read  at  the 
celebration  of  Mr.  Edison's  seventy- 
third  birthday.  I  am  proud  to  count 
myself  among  the  friends  and  admirers 
of  Mr.  Edison,  and  I  beg  that  you  will 
convey  to  him  my  warmest  congratula- 
tions and  my  hope  that  he  will  see  many 
very  happy  returns  of  the  anniversary, 
marked  by  an  increasing  number  of 
scientific  triumphs." 

""I'm  glad  that  the  eight-hour  day 
had  not  been  invented  when  I  was  a 
young  man,"  Mr.  Edison  said  to-day. 
"On  my  birthdays  I  like  to  turn  for  a 
moment  and  look  backward  over  the 
road  I  have  travelled.  To-day  I  am 
wondering  what  would  have  happened 
to  me  by  now  if  fifty  years  ago  some 
fluent  talker  had  converted  me  to  the 
theory  of  the  eight-hour  day  and  con- 
vinced me  that  it  was  not  fair  to  my 
fellow  workers  to  put  forth  my  best 
efforts  in  my  work. 

"If  my  life  had  been  made  up  of 
eight-hour  days,"  said  Mr.  Edison,  "I 
don't  believe  I  could  have  accomplished 
a  great  deal.  This  country  would  not 
amount  to  as  much  as  it  does  if  the 
young  men  of  fifty  years  ago  had  been 
afraid  that  they  might  earn  more  than 
they  were  paid.  There  were  shirkers  in 
those  days,  to  be  sure,  but  they  did  not 
boast  of  it.  The  shirker  tried  to  conceal 
or  excuse  his  shiftlessness  and  lack  of 
ambition. 

"I  am  not  against  the  eight-hour 
day  or  any  other  thing  that  protects 
labor  from  exploitation  at  the  hands 
of  ruthless  employers,  but  it  makes  me 
sad  to  see  young  Americans  shackle 
their  abilities  by  blindly  conforming  to 
rules  which  force  the  industrious  man 


Shut  off  by  defective  hearing  from 
reactions  to  felicitous  speeches  that 
praised  his  past  achievements,  the  in- 
ventor of  the  electric  power  and  light- 
ing system  that  traps  and  harnesses 
energy  for  countless  tasks  on  land  and 
sea,  sat  heedless  of  their  voices. 

While  they  talked  in  the  way  of  post 
prandial  speakers  and  while  telegrams 
were  read  that  expressed  the  congratu- 
lations of  President  Wilson  and  Henry 
Ford  and  other  men  who  identified 
themselves  as  "Milt"  or  "Theodore" 
(T.  N.  Vail),  Mr.  Edison's  blue  eyes 
squinted  until  his  bushy  dark  brows 
knit  to  shut  out  the  smoke  of  a  long 
cigar  uptilted  from  the  corner  of  his 
mouth.  He  was  ruminating  over  new 
marvels  that  he  promises  will  be  as 
astonishing  to  this  generation  as  his 
talking  machine  was  to  that  which 
thought  the  idea  was  a  fantastic  dream. 


Souvenirs  were  distributed,  porcelain 
incandescent  lamps  with  a  likeness  of 
the  inventor  printed  on  the  white  sur- 
face, and  the  party  was  at  an  end. 
Shaking  hands  and  exchanging  all  sorts 
of  gossip,  Mr.  Edison  started  back  to 
work,  but  at  the  door  he  was  surrounded 
by  newspaper  men. 


He  was  asked  if  he  was  working  on 
a  new  invention  which  might  be  con- 
sidered as  fantastic  as  his  earlier 
achievements. 

"Oh,  I'm  working  on  forty  inven- 
tions ;  I'm  always  working,"  he  laughed. 
Then,  sobering: 

' '  But  there  is  one  that  is  great.  Can't 
talk  about  it  until  its  ready.  But — 
she's  going  to  work."  He  rubbed  his 
hands  together  and  his  eyes  shone. 

Then  he  was  diverted  into  the  past 
with  a  query  as  to  what  he  considered 
his  greatest  invention.  Mr.  Edison 
seemed  a  bit  embarrassed  but  answered : 

"Well,  I  think  the  electric  power  and 
lighting  system  was  most  important." 
Then,  after  a  minute  of  reflection:  "I 


ELEMENTARY  BUSINESS  SITUATIONS 


to  keep  in  step  with  the  shirker.  If 
these  rules  are  carried  to  their  logical 
conclusion  it  would  seem  that  they  are 
likely  to  establish  a  rigid  system  of  vo- 
cational classes  which  will  make  it  diffi- 
cult for  the  workingman  to  improve  his 
condition  and  station  in  life  by  his  own 
efforts. 


If  Thomas  Alva  Edison  had  his  way 
about  it,  nobody  would  make  much  of 
a  fuss  over  his  birthday  anniversaries; 
but  his  friends  and  neighbors  and  well- 
wishers  in  Orange,  N.  J. — and  that 
means  the  35,000  inhabitants  of  that 
wide-awake  and  wealthy  community — 
think  otherwise  and  are  displaying  flags 
and  running  oflf  a  little  programme  to 
show  their  delight  at  having  a  genius 
among  them.  If  he  follows  precedent, 
Edison  will  not  even  dress  up,  but  will 
"putter  "roun"  his  laboratory  a  little. 


Edison  is  a  native  of  Milan,  O.  At 
twelve  he  was  selling  newspapers  on 
Grand  Trunk  Railroad  trains.  Then 
he  picked  up  telegraphy.  His  life  and 
achievements  are  one  of  ten  thousand 
ready  answers  to  the  American  boy  who 
says  there  are  no  opportunities  nowa- 
days. 


think  motion  pictures  are  pretty  good, 
too!" 

The  Pioneers,  however,  showed  what 
they  thought  about  it  by  their  enthu- 
siastic applause  of  the  statement  by 
Major  Hammer  in  his  speech  that  the 
greatest  Edison  invention  was  the  pho- 
nograph, a  thing  hardly  dreamed  of  by 
scientists  until  it  was  an  accomplished 
fact. 


And  that  was  the  end  of  the  inter- 
view, except  that  as  Mr.  Edison  started 
downstairs  on  the  way  to  those  regions 
where  he  works  out  his  problems,  he 
called    out: 

"Where's  the  Tribune  man?  Say, 
ask  Darling  to  draw  a  cartoon  showing 
a  harried  spirit  trying  to  get  into  com- 
munication with  Sir  Oliver  Lodge." 

On  the  wall  over  the  deserted  lunch- 
eon room  an  arrangement  of  incan- 
descent bulbs,  some  elongated  and 
others  round,  continued  to  flash  a 
Morse  message,  "Dash,  dash,  dot,  dot; 
dot,  dot,  dot,  dash,  dot,"  which  trans- 
lated is  "73,"  and  to  all  telegraphers, 
including  Thomas  Alva  Edison,  means 
"Best  regards!" 


[The  (New  York)  Evening  World, 
February  iilh] 


[The  New  York  Tribune, 
February  12th] 


55.  Head-Lines. — Having  made  his  account  as  interest- 
ing as  he  knows  how,  the  newspaper  writer  must  still  adver- 
tise it  so  that  it  will  be  read.  He  advertises  it  by  a  head -line. 
Of  course,  he  must  summarize  the  news  in  the  article,  or  the 
reader  will  gain  no  notion  of  the  subject.  But  the  head-line 
must  be  so  concrete  and  specific  that  it  will  arouse  interest 
in  the  subject.    The  wording  should  not  be  sensational,  that 


THE  NEWSPAPER 


97 


is,  it  should  not  mislead  the  reader  or  work  on  his  prejudices; 
but  it  should  be  so  definite  that  he  can  determine  whether  he 
wishes  to  read  the  article,  and  it  should  emphasize  the  feature 
which  makes  it  news.  Note  in  the  following  articles,  all 
of  which  appeared  on  the  same  morning,  the  variety  of  em- 
phasis in  the  head-lines  and  "leads."  Even  the  top  line 
varies,  from  the  colorless  record  of  The  Sun  and  New  York 
Herald  to  the  condemnation  implied  by  The  World.  The 
subhead,  or  "second  deck,"  as  it  is  called,  presenting  facts 
that  are  considered  less  important,  contains  the  same  varia- 
tion. These  head-lines  represented  the  policies  of  the 
respective  papers  concerning  America's  joining  the  League 
of  Nations. 

What  do  you  think  is  the  policy  of  each  paper  on  this 
matter? 

Does  the  "lead"  support  your  conclusion? 


LEAGUE  OF  NATIONS  MEETS 
IN  LONDON 


LEAGUE  COUNCIL  MEETS  IN 
LONDON 


Eight  Countries  Represented;  Absence 
of  America  Is  Regretted 

LONDON,  Feb.  11.— The  Council  of 
the  League  of  Nations  formally  opened 
its  meeting  here  at  noon  to-day.  Arthur 
J.  Balfour,  representing  Great  Britain, 
assumed  the  chair  on  the  suggestion 
of  Leon  Bourgeois,  representative  of 
France. 


[The  Sun  and  New  York  Herald] 


Balfour,   Presiding,   Expresses   Regrei 

at  the  Absence  of  an  American 

Delegate 

LONDON,  Feb.  11.— With  complete 
absence  of  formality,  the  Council  of  the 
League  of  Nations  began  to-day  in  the 
Picture  Gallery  of  St.  James's  Palace 
its  first  business  session.  Members  of 
the  press  and  diplomats  of  all  nations 
attended  as  spectators  of  a  great  his- 
toric event,  but  Ambassador  Davis  was 
absent.  He  had  explained  to  The  New 
York  Times  correspondent  that  he 
would  not  be  there  unless  he  received 
special  instructions  from  Washington, 
and  they  did  not  come. 


The  New  York  Times] 


98 


ELEMENTARY  BUSINESS  SITUATIONS 


U.  S.  IS  MISSED  AS   COUNCIL    OF 
LEAGUE  MEETS 

Balfour  Expresses  Regret  That  Only 
Eight  Nations  Instead  of  Nine  Are 
Represented   in  Proceedings 

By  Arthur  S.  Draper 

LONDON,  Feb.  11.— If  great  things 
have  small  beginnings,  then  the  league 
of  nations  doubtless  will  become  as 
powerful  as  President  Wilson  promised 
in  the  days  when  the  whole  world  was 
talking  of  nothing  else.  The  opening 
session  of  the  conference  council  in  the 
picture  gallery  of  St.  James's  Palace 
aroused  little  more  interest  and  in- 
spired no  more  enthusiasm  than  a 
gathering  of  archaeologists,  but  for  that 
America  may  be  blamed. 

[The  New  York  Tribune] 


BRITAIN  DEPLORES  ABSENCE  OF 

U.  S.  AT  COUNCIL  OF 

LEAGUE 

Says    America's    Moral    Influence    Is 

Needed    When    Life    of    New 

Society  Is  at  Stake 

By  Joseph  W.  Grigg 

LONDON,  Feb.  11.— The  failure  of 
the  United  States  to  find  a  way  out  of 
the  treaty  impasse  and  to  lend  its  great 
strength  and  moral  support  toward 
the  solution  of  the  critical  world  prob- 
lems yet  to  be  reckoned  with,  is  deplored 
more  than  ever  by  well  informed  opin- 
ion here,  especially  as  the  Council  of 
the  League  of  Nations  got  down  to 
business  for  the  first  time  to-day  when 
they  met  in  London  and  the  United 
States  was  not  represented. 

[The  Ne7v  York  Morning  \Vorld\ 


Exercise  55 — Oral 

Prepare  a  series  of  talks  to  the  class  about  the  newspaper  on  the 
basis  of  these  questions. 

1.  What  newspapers,  daily  or  weekly,  are  taken  at  home?  What 
parts  of  which  paper  do  you  read?  Do  you  read  foreign  news; 
political  news;  sporting  news;  editorials;  advertisements?  Why  do 
you  read  the  paper? 

2.  What  kinds  of  material  are  found  in  newspapers?  What  news 
appears  on  the  front  page?  Where  is  the  sporting  news?  Is  there 
business  or  financial  news?  What  does  it  include?  Where  is  the 
editorial  page?  How  does  an  editorial  differ  from  news?  Does  the 
paper  contain  cartoons  or  pictures?  Why?  What  other  depart- 
ments does  the  paper  contain?  What  class  of  readers  does  each 
department  interest? 

3.  Compare  two  newspapers.  What  class  of  readers  would  each 
paper  interest?  Is  there  a  political  difference?  Do  the  two  place 
the  same  news  on  the  front  page?  Do  they  use  the  same  style  of 
type?     Read  aloud  two  editorials  or  news  stories.    Are  they  written 


THE  NEWSPAPER  99 

in  the  same  manner  or  style,  that  is,  are  the  words  and  sentences 
equally  easy  to  understand?  Can  you  explain  why  they  differ? 
Is  it  because  of  the  personal  views  of  the  editor  or  is  it  an  effort  to 
reach  a  certain  kind  of  reader,  for  instance,  a  farmer,  a  business  man, 
a  housewife,  or  a  laboring  man? 

4.  Compare  two  news  accounts  of  the  same  event  in  recent  pa- 
pers. What  is  the  source  of  the  news?  (Study  the  set  of  head-lines 
on  pages  97,  98.)  Is  it  a  great  organization  for  gathering  news,  like 
the  Associated  Press?  Is  it  a  specially  named  reporter?  Is  it  an 
unnamed  reporter?  Do  you  think  any  part  of  the  accounts  may 
have  come  from  an  encyclopedia  or  other  book? 

Do  the  first  sentences  in  each  news  account,  or  "lead,"  sum  it  all 
up?  (Study  the  "leads"  on  pages  97,  98.)  Do  they  tell  ivho  did  the 
deed?  Or  do  they  give  lohat  was  the  striking  feature  of  the  event? 
Or  do  they  emphasize  ivhy  or  how  it  happened?  Or  do  they  make 
where  and  when  important?  Are  the  first  words  emphatic  and 
striking?  Do  these  first  sentences  catch  the  attention  of  the 
reader?    How? 

Exercise  56 

1.  Write  a  news  story  of  some  event  in  school.  You  may  find  your 
subject  in  some  action  of  the  principal,  some  athletic  event,  some 
club  meeting,  a  new  teacher,  some  story  by  the  janitor  of  an  accident 
or  improvement. 

(a)  Have  you  all  the  facts  truthfully  reported? 

(b)  Does  your  "lead"  catch  attention? 

(c)  Does  it  feature  who,  what,  why,  how,  where,  or  when  f 

2.  When  you  have  read  it  to  the  class,  remain  standing  to  answer 
any  questions.  If  you  have  written  interestingly,  there  will  be 
questions. 

Exercise  57 — Oral  Report 

Compare,  if  possible,  several  recent  newspaper  accounts  of  the 
same  event.  What  is  featured  in  each  account?  Which  is  the  most 
interesting  "lead"?    What  feature  of  the  event  takes  the  most 


100  ELEMENTARY  BUSINESS  SITUATIONS 

space  in  each  account?    Select  the  most  interesting  account.     How 
much  has  featuring  to  do  with  the  interest? 

Exercise  58 

Let  all  the  class  write  a  news  account  of  the  same  school  incident. 
In  class  let  the  "lead"  of  each  be  read.  The  class  will  then  decide 
which  it  wishes  to  have  read  first.  Another  way  is  to  let  each  row 
vote  separately  on  the  best  among  its  members.  Does  the  rest  of 
the  account  develop  the  matter  featured  in  the  "lead"? 

Exercise  59 — Oral  Report 

News  stories,  as  we  saw  on  page  96,  have  titles  or  head-lines. 
To  write  a  good  head-line  tests  one's  command  of  language.  Re- 
member that  it  must  be  brief  but  grammatical.  It  must  be  concrete 
to  attract  attention.  It  must  bring  out  the  significant  feature  of  the 
story. 

Collect  ten  head-lines,  some  of  which  fulfil  all  three  requirements 
and  others  of  which  are  poor  in  some  or  all  respects.  Explain  to 
the  class  the  merits  and  shortcomings  of  these  examples. 

Exercise  60 

Write  suitable  head-lines  for  the  news  stories  you  have  written. 
If  they  are  placed  on  the  board,  the  class  can  determine  which  one 
it  considers  the  best. 


56.  Editorials. — The  editorial  page  is  generally  used  for 
the  interchange  of  ideas  between  the  editors  and  the  readers. 
The  readers  are  frequently  represented  by  letters  in  which 
they  express  their  opinions  of  events  or  of  the  statements  in 
the  editorials.  The  editorials  themselves  generally  attempt  to 
interpret  the  events  recorded  in  the  news  columns.  In  many 
daily  papers  the  news  may  have  been  printed  the  day  before, 
but  the  comment  must  be  timely  if  it  is  to  be  read.    What  the 


THE  NEWSPAPER  101 

interpretation  may  be  depends  partly  upon  the  policy  of  the 
paper.  Political  faith  is  the  most  common  governing  prin- 
ciple, but  a  leaning  toward  capital  or  labor  very  frequently 
inspires  the  interpretation.  Of  course,  local  questions  may 
be  considered  apart  from  these  points  of  view. 

The  interpretation  depends  also  on  the  kind  of  reader  the 
paper  reaches.  The  business  man  usually  wants  brief,  bright 
editorials  or  those  taking  a  conservative  view  of  important 
questions.  The  laboring  man  generally  seeks  a  very  short, 
plain  statement  of  facts,  with  some  appeal  to  his  feelings  and 
a  strong  demand  for  the  people's  rights.  The  man  of  leisure 
will  take  time  to  read  weighty  discussions  of  considerable 
length. 

Some  editorials  summarize  news  so  as  to  bring  out  its  sig- 
nificance. Others  treat  a  subject  humorously.  But  the  ma- 
jority discuss  topics  with  the  purpose  of  bringing  the  readers 
to  a  definite  belief  one  way  or  another,  or  of  persuading  them 
to  a  course  of  action  on  some  issue.  Editorials  should  conse- 
quently be  judged  as  we  judge  any  other  piece  of  argument 
(see  §  131). 

The  editorial  page  is  still  very  influential  and  deserves 
study. 


Exercise  61 — Oral  Report 

1.  Compare  the  editorial  pages  of  two  papers  on  the  same  day. 

(a)  What  topics  are  treated  by  both?  How  does  each  edi- 
torial begin — by  a  timely  reference  or  an  appeal  to  the 
reader?  What  is  the  difference  in  opinion  expressed? 
Are  the  opinions  developed  to  the  same  length?  Can 
you  explain  why?  Do  both  use  the  same  facts?  Are 
both  accurate  in  stating  facts?  How  can  you  test  this 
accuracy? 


102  ELEMENTARY  BUSINESS  SITUATIONS 

(b)  What  topics  are  treated  by  one  paper  alone?     Do  other 

issues  of  the  paper  show  that  this  inclusion  is  due  to  edi- 
torial policy?     Is  it  due  to  the  class  of  readers  addressed? 

(c)  Do  you  think  that  the  readers  wish  only  one  side  of  the 

question?     Do  they  wish  a  full  statement  of  facts  or  a 
strong  appeal  to  feeling?     Are  they  busy  or  leisurely? 

2.  Select  from  The  Saturday  Evening  Post,  The  Independent,  The 
Outlook,  or  some  Sunday  paper  an  editorial  summarizing  the  news. 
Draw  up  a  plan  and  report  it  orally  to  class.  Then  call  on  someone 
to  state  in  a  single  sentence  the  purpose  of  the  editorial  or  to  give  a 
brief  outline  of  the  thought. 

3.  Select  some  humorous  editorial.  Is  the  humor  due  to  satire? 
If  so,  what  is  ridiculed?  Is  it  due  to  witty  or  epigrammatic  remarks? 
Is  it  due  to  serious  treatment  of  something  trivial? 

4.  Select  an  editorial  that  takes  sides  on  some  important  public 
question. 

(a)  Write  out  a  statement  of  the  proposition. 

(b)  Draw  up  an  outline,  so  that  you  can  develop  clearly  before 

the  class  the  separate  arguments  which  the  editor  brings 
forward. 

(c)  Criticize  the  editorial  as  an  argument.     Does  the  writer 

rely  on  reason  or  evidence  for  proof.     Is  the  evidence  full 
and  convincing? 

5.  Select  an  editorial  page  which  your  father  likes  very  much  or 
which  you  are  accustomed  to  read.  Where  does  the  editor  get  his 
ideas?  What  are  his  sources  of  information — observation,  hearsay, 
reading  dispatches,  studying  books,  conversing  with  leading  men? 
Does  he  display  unusual  knowledge?  Has  he  sound  judgment? 
Has  he  prejudices?     Illustrate  your  answer  to  each  question. 

Exercise  62 

Write  a  controversial  editorial.  How  can  you  catch  the  reader's 
attention — by  a  timely  reference  or  by  a  striking  statement?  How 
can  you  get  him  to  agree  with  you  at  the  start?  Have  you  a  belief 
or  a  course  of  action  to  recommend?  Have  you  proof  that  will  carry 
your  reader  with  you? 


THE  NEWSPAPER  103 

57.  Departments. — The  departments  of  a  paper  are  in- 
tended to  meet  the  particular  interests  of  various  types  of 
readers.  As  many  readers  are  interested  in  baseball  or  box- 
ing, there  is  nearly  always  a  sporting  page.  As  most  papers 
wish  to  interest  women,  there  may  be  a  fashion  column  or  a 
children's  corner.  Business  men  will  look  for  financial  news, 
and  students  will  enjoy  reviews  of  plays  and  new  books.  The 
number  and  kinds  of  departments  will  depend  on  the  various 
classes  of  readers  the  paper  tries  to  reach. 


Exercise  63 — Oral  Reports 

1.  Report  carefully  on  the  following  points  with  regard  to  some 
paper  of  wide  circulation : 

(a)  What  departments  does  it  conduct? 

(b)  "VMiat  is  the  purpose  of  each  department,  and  what  class  of 

readers  does  each  reach? 

(c)  Which  is  the  most  interesting  to  you,  and  wh}'? 

2.  Report  on  the  best  plan  for  reading  a  newspaper. 

(a)  Of  what  news  stories  would  you  read  only  the  head-lines? 

(b)  Of  what  ones  would  you  read  also  the  '"lead"? 

(c)  Of  what  ones  would  j'ou  read  the  whole  stoiy? 

(d)  What  editorials  would  you  read? 

(e)  What  departments  would  you  read? 

(f)  What  departments  would  you  skip  entirely? 

(g)  In  what  way  can  you  read  a  paper  well  in  ten  or  fifteen 

minutes? 


Part  II — Expressing  Ideas  for  Effective 
Business  Communication 


CHAPTER  X 
LETTER  FORM 

58.  Importance  of  Form. — Oliver  Goldsmith,  the  cele- 
brated English  author,  in  his  youth  lost  an  opportunity  for 
advancement  in  life  by  appearing  for  a  church  examination 
in  scarlet  breeches.  The  examiners  thought  he  should  have 
appeared  in  sober  black.  If  you  wished  to  employ  a  young 
man  as  your  secretary,  should  you  select  one  who  appeared 
in  a  soiled  collar,  with  his  finger  nails  in  mourning,  and  the 
color  of  his  shoes  obscured  by  mud? 

Just  as  you  judge  persons  by  their  attire,  business  men 
judge  their  correspondents  by  the  appearance  of  their  letters. 
If  you  wish  to  be  well  thought  of,  you  will  strive  to  make 
every  letter  an  attractive  representative  of  yourself  or  your 
firm.  You  can  accomplish  this  only  by  following  some  of 
the  long-established  rules  about  letters.  Only  after  you 
know  thoroughly  the  usual  forms,  can  you  safely  begin  to 
make  your  letters  so  individual  as  to  attract  favorable 
attention. 

59.  Typewritten  Form. — Nearly  all  business  letters  now 
are  written  on  the  typewriter.  A  pleasing  arrangement  is 
the  following: 

105 


106       EFFECTIVE  BUSINESS  COMMUNICATION 


Heading 


Inside 
Address 


Body 


324  Gleason  Street 
Piano,  Texas 
September  1,  1930 


Ut.  Royal  Marston 

Skowhegan 

Minnesota 


Salutation    ^^^  Sir: 


Complimen- 
tary close 
Signature 
Special  data 


May  I  Inquire  whether  you  are  still  interested  in  the 
option  on  the  tract  of  timber  land  situated  ten  miles  east 
of  Longvlew,  Texas,  which  you  requested  In  your  letter  of 
April  2,  1920?   You  will  remember  that  ihe  option  expires 
on  the  fifteenth  of  September. 

By  arrangement  with  the  trustees  of  the  Clark  Estate, 
I  can  ofi'er  you  more  attractive  terms  of  payment  than  in 
the  spring:   five  thousand  dollars  (|5,000)  do'.vn  and  five 
thousand  dollars  ($5,000)  on  the  first  of  January,  April, 
June,  and  September,  1931. 

If  I  should  not  hear  from  you  by  September  15  I  shall 
assume  that  I  am  free  to  consider  the  offers  of  other  pur- 
chasers. 


DD'sm 


Very'^ruly  yours. 
Treasurer  of  Cla/k  Estate 


60.  Handwritten  Form.— The  usual  handwritten  form  is 
shown  on  page  107. 


61.  Letter-Heads.— Nearly  all  firms  employ  some  kind  of 
letter-head  to  furnish  part  of  the  information  supplied  in  the 
heading  of  the  letter  above.  Some  of  the  styles  are  shown 
on  page  108.  The  letter-head  should  not  fill  more  than  one 
fifth  of  the  sheet  and  should  not  contain  a  date-line.  Whether 
you  have  it  printed,  lithographed,  or  engraved,  you  will 
strive  for  simplicity  and  symmetry.  It  is  better  to  avoid 
the  use  of  colors  and  illustrations.  On  all  such  matters  secure 
the  advice  of  3'our  printer  or  stationer. 


LETTER  FORM 


107 


Heading 


Inside 
Address 


Salutation 


Body 


va/*ctay^a/hJA2yux/^va£. 


Complimen- 
tary close 
Signature 


VyiU    J(niy   ^cw    Cjy-y7<A)62tiuL  X:Aii    -h^Jl^  J<:-^-'iyo€' 
■ihijiJr    ^(xxju    Urtifyy   ifU^  /fywaM^^  o-ll>i£jLy  CintuAM, 


62.  Stationery. — Business  letters  should  be  written  on 
white  paper  about  83^  by  11  inches.  Most  business  houses 
use  some  kind  of  bond  paper.  In  the  effort  to  be  original 
some  firms  use  colored  papers.  In  the  neutral  tints  the  effect 
is  frequently  vmobjectionable,  but  for  people  of  education  or 
taste  white  is  the  safest  paper  to  use.  The  envelope,  which 
should  be  of  the  same  paper,  should  bear  the  return  address 
in  the  upper  left-hand  corner.  Only  in  social  correspondence 
should  the  return  address  appear  on  the  flap  of  the  envelope. 

It  is  much  better  to  avoid  the  use  of  half-sheets.  Many  of 
the  best  houses  now  write  very  short  letters  on  full  sheets 
by  using  very  wide  margins  and  placing  the  message  midway 


108       EFFECTIVE  BUSINESS  COMMUNICATION 


EASTMAN    KODAK    COMPANY 

ROCHESTCR,  N    Y 


Tm  0LIDD1M  Cqmpawy 


Cleveland,  Ohio 


S^cum^onjyiatiH/faeiiuiug  do. 


Guaranty  Trust  Company  of  New  York   \ 


1-JO  Broadway 

<»v,nurO(r,c. 

Capital  9  2S.000.000     Surplus  S  :;5  OOO  OOO. 

vrnu^ond   43- 6t 

«.mb„  .,  r«l.ru  „„^  S^,.„ 

~»  Avr„„r  Offi 

Cable  Address  'Fidehtas' 

;^j^^*^jop-st 

NewYorit. 

In  rrplyug  pl«i«e  i* 

between  top  and  bottom.    The  shorter  the  message,  the  wider 
the  margin. 


Exercise  64 


You  should  now  begin  a  collection  of  business  letters.     Either 
buy  a  folder  or  make  one.     You  can  make  one  easily  by  cutting  a 


LETTER  FORM  109 

piece  of  heavy  wrapping  paper  obtained  at  a  hardware  store  to  a 
size  18  by  113^^  ins.  Crease  it,  so  as  to  make  a  folder  9  by  11 3/2  ins. 
This  size  will  hold  all  business  letters.  When  we  come  to  study  the 
types  of  business  letters,  you  will  wish  to  make  a  separate  folder  for 
each  type. 

Your  father  and  your  father's  friends  will  be  glad  to  furnish  you 
with  letters  they  no  longer  need.  Arrange  them  alphabetically  by 
the  names  of  the  writers.  Examine  your  file  now  for  the  kinds  of 
stationery  represented  and  the  varieties  of  letter-heads.  How  many 
kinds  have  you? 


63.  The  Parts  of  a  Letter. — The  six  divisions  of  a  busi- 
ness letter  may  be  seen  from  page  106.  They  are:  the  head- 
ing, the  inside  address,  the  salutation,  the  body,  the  compli- 
mentary close,  the  signature.  Many  letters  have  a  seventh 
division,  the  special  data. 

64.  The  Heading. — The  heading  gives  two  important 
facts:  the  address  where  the  letter  is  written  and  the  date 
when  it  is  written.  The  address  is  necessary  as  a  direction 
for  the  reply.  The  date  is  necessary  for  filing  and  reference. 
Never  omit  either. 

1.  The  heading  should  be  placed  in  the  upper  right-hand 
corner,  two  or  three  inches  from  the  top  of  the  paper,  and 
with  a  margin  of  at  least  an  inch  at  the  right, 

2.  The  following  are  among  the  best  arrangements  for  the 
heading : 

(a)  (b) 

329  Main  Street      Owenville,  Kansas, 
Dallas,  Texas  October  29,  1920. 

December  1,  1920 

(c) 
Boston,  Ohio,  Nov,  22,  1920 


no        EFFECTIVE  BUSINESS  COMMUNICATION 

You  will  observe  that  most  addresses  require  three  lines. 
This  is  particularly  true  of  handwritten  addresses.  The  first 
line  contains  the  street  number,  the  post-office  box,  or  the 
rural  free  delivery  route.  The  second  gives  the  city  and  state. 
The  third  gives  the  date.  If  there  is  more  than  one  line,  the 
date  should  always  have  a  line  to  itself,  and  should  come  last. 
In  the  block  system  every  line  begins  at  the  same  distance 
from  the  edge  of  the  paper.  This  arrangement  is  illustrated 
by  (a)  above  and  the  specimen  letter  on  page  106.  The  slant 
system,  though  in  wider  use,  seems  to  be  yielding  to  the  block 
system  in  typewritten  letters.  The  arrangement  marked  (b) 
is  an  example  of  the  slant  system.  Whichever  form  you  select, 
follow  it  in  the  other  parts  of  the  letter — in  the  inside  address,  in 
the  conclusion,  and  on  the  envelope. 

3.  One  of  two  systems  of  punctuation  may  be  followed.  In 
the  usual  form,  there  is  a  comma  at  the  end  of  every  line  but 
the  last,  where  a  period  occurs,  as  in  (b)  above.  The  comma 
takes  the  place  of  a  word,  as  in  the  following: 

70  Morningside  Drive,  (in) 
New  York  City,  (on) 
May  10,  (in)  1920. 

A  form  growing  in  favor  is  to  omit  all  punctuation  at  the 
ends  of  lines  in  the  various  parts  of  the  letter,  as  in  the  head- 
ing (a)  on  page  109.  If  you  adopt  this  system,  which  is 
simpler,  use  it  also  in  the  inside  address  and  on  the  envelope. 

4.  The  sign  #  or  No.  should  not  be  used  with  street  num- 
bers. The  abbreviations  st,  nd  or  d,  rd  or  th  should  not  be 
used.  They  add  nothing,  and  in  carbon  copies  frequently 
cause  confusion. 

5.  The  names  of  numbered  streets  and  avenues  should  be 
spelled  out  instead  of  written  in  figures,  except  where  they 
consist  of  two  or  more  words,  as  21   Avenue,   129  Street. 


LETTER  FORM  111 

Names  of  streets  should  not  be  abbreviated.  This  appHes  to 
the  words  East,  North,  South,  West  where  they  are  parts  of 
the  names  of  streets. 

6.  The  names  of  cities  should  not  be  abbreviated,  nor 
should  the  name  of  the  state  be  omitted.  There  are  12  Bos- 
tons, 27  Clevelands,  and  28  Washingtons  in  the  United  States. 
If  you  abbreviate  the  names  of  states,  follow  the  list  approved 
by  the  post-office  authorities.    (See  Appendix  B.) 

7.  The  date  should  be  written  out  in  full,  as,  February  10, 
1920.  The  form  2/10/20  is  suitable  only  for  notes.  It  is  better 
not  to  abbreviate  the  name  of  the  month.  May,  June,  and 
July  are  never  abbreviated.  If  your  employer  wishes  it,  you 
may  use  the  following: 

Jan.  Apr.  Oct. 

Feb.  Aug.  Nov. 

Mar.  Sept.  Dec. 


Exercise  65 


1.  Arrange  and  write  correctly  the  following: 

(a)  Chicago  ill  lake  street  aug  21  '20 

(b)  401  wilson  building  15  nov  dallas  tax 

(c)  no  512  euclid  av  Cleveland  o  jan  12  '20 

(d)  1745  e  116th  pi  st  louis  mo  dec  15  1920 

(e)  adelbert  rd  2100  oct  27th  '21  Cincinnati  o 

(f)  516  w  esplanade  st  n  y  citj^  apr  19  '20 

(g)  968  anderson  av  hendersonville  tenn  jan  20  1920 
(h)  jan  17  '20  denver  col  landscape  av  12 

(i)    apt  55  claremont  av  30  n  y  c  June  30  1921 
(j)    40  e  132d  st  July  12,  '19,  n  y  city 

2.  Exchange  with  a  classmate.  (1)  First  determine  what  rule 
governs  each  particular  case;  (2)  then  examine  to  see  if  the  rule  has 
been  followed. 


112       EFFECTIVE  BUSINESS  COMMUNICATION 

3.  Sketch  out  with  appropriate  lettering  a  letter-head  for  each 
of  the  following.     Consult  §  61  and  page  108. 

A  grocer  A  tailor 

A  druggist  A  manager  of  a  livery  stable 

A  banker  A  manager  of  a  chain  of  stores 

A  newspaper  A  coal  and  wood  yard 


65.  The  Inside  Address. — The  inside  address  gives  the 
name  and  address  of  the  person  or  firm  written  to.  It  should 
be  written  like  the  outside  address,  the  one  on  the  envelope. 
To  omit  the  street  and  number,  as  some  writers  do,  would 
be  very  serious  if  the  letter  were  inserted  in  a  window  en- 
velope, where  the  postal  clerks  read  the  address  on  the  letter 
through  transparent  paper  in  the  front  of  the  envelope. 

1.  The  inside  address  is  placed  at  the  left-hand  margin,  at 
least  an  inch  from  the  edge  of  the  paper,  and  two  or  three 
lines  below  the  heading  if  the  letter  is  to  be  typewritten.  A 
space  of  one  or  two  lines  should  be  allowed  if  the  letter  is  to 
be  hand-written.  The  first  word  should  begin  even  with  the 
margin  of  the  body  of  the  letter.  See  the  models  on  pages 
106,  107. 

2.  The  arrangement  of  the  lines  should  be  uniform  with 

that  adapted  for  the  heading. 

Mr.  Sidney  Mahler  Mr.  Sidney  Mahler 
320  Main  Street  or  320  Main  Street 
Dallas,  Texas  Dallas,  Texas 

3.  The  punctuation  will  depend  on  the  choice  in  the  head- 
ing.   Keep  it  uniform. 

4.  The  name  of  the  person  addressed  should  be  preceded 
by  his  title.  To  omit  it  is  an  inexcusable  business  discourtesy. 
Mr.  (Mister)  is  the  common  title  in  addressing  one  man. 


LETTER  FORM  113 

Esq.  (Esquire)  is  falling  out  of  use.  If  you  employ  it,  it 
should  follow  the  name,  and  no  title  should  precede  the  name, 
as,  John  Latham,  Esq. 

Where  your  correspondent  has  arrived  at  any  distmction, 
you  will  please  him  by  recognizing  that  fact.  Dr.  (Doctor)  is 
usually  applied  to  those  who  have  taken  degrees  in  medicine, 
dentistry,  and  the  like,  but  also  includes  the  degrees  of  Ph.D., 
D.D.,  LL.D.,  and  others.  Rev.  or  The  Rev.  (Reverend)  is 
used  in  connection  with  clergymen  only.  Prof.  (Professor)  is 
properly  used  only  with  those  who  hold  positions  of  the  rank 
of  professor  in  a  college  or  university.  Hon.  (Honorable)  is  a 
title  given  to  important  government  officials,  as  the  mayor, 
judge  of  a  court,  member  of  a  state  legislature,  member  of 
congress,  or  a  cabinet  officer. 

Miss,  the  title  of  an  unmarried  woman,  is  not  an  abbrevia- 
tion and  should  not  be  followed  by  a  period.  Mrs.  (which  is 
pronounced  inisiz,  but  comes  from  the  older  form  Mistress) 
is  the  title  used  in  addressing  married  women.  If  the  woman 
is  a  widow,  her  given  name  should  be  used,  as,  Mrs.  Maud 
Warren,  not  Mrs.  Josephus  Warren.  Never  in  addressing 
a  woman  add  her  husband's  title.  Write  Mrs.  John  Bellman, 
not  Mrs.  Judge  Bellman;  Mrs.  Stephen  Black,  not  Mrs.  Dr. 
Black. 

The  proper  plurals  for  firms  are  few.  Messrs.  (Messieurs) 
is  the  only  one  that  can  be  used  where  the  firm  name  carries  a 
notion  of  separate  personalities;  e.g.,  Messrs.  Partridge  and 
Smith.  In  the  case  of  corporations,  the  word  The  is  used  fre- 
quently. Follow  the  letter-head  of  the  firm.  It  is  wrong  to 
use  Messrs.  with  the  corporate  name. 

Wrong: 

Messrs.  International  Harvester  Company. 


114       EFFECTIVE  BUSINESS  COMMUNICATION 

Right: 

The  International  Harvester  Company. 

Misses  or  Mesdames  is  the  title  used  for  a  firm  of  women. 
Sometimes  The  is  used.  Mmes.  is  the  abbreviation  sometimes 
used  for  Mesdames;  e.g.,  Misses  Woodman  and  Coster,  Mes- 
dames Graves  and  Center,  The  Misses  Sunderland. 

5.  Only  one  of  the  titles  of  respect  listed  above  may  be 
used  before  any  one  name.  However,  the  name  may  be  fol- 
lowed by  an  additional  title  indicating  official  capacity.  The 
latter  title  should  not  be  abbreviated.    For  example, 

Mr.  G.  S.  Blakely,  Principal 
The  Evander  Childs  High  School 
New  York  City 

6.  The  rule  for  abbreviations  in  the  heading  should  be 
followed  in  the  inside  address.  The  abbreviations  of  titles 
just  listed  are  more  usual  than  the  full  forms.  It  will  give 
your  letters  courteous  distinction,  however,  if  you  use  in  the 
inside  address  the  full  forms  for  all  except  Dr.,  Mr.,  Mrs., 
and  Messrs. 


Exercise  66 


1.  Write  the  following  inside  addresses  in  correct  form: 

(a)  Jones  and  Black,  556  Bond  St. 

(b)  Elizabeth  Danielson,  Denwood,  Pa. 

(c)  The  mayor  of  j^our  city 

(d)  Mildred  Coppersley  (widow  of  James  Coppersley)  Tulsa, 

Oklahoma 

(e)  Perrin  Nicolson  (Physician)  119  Forest  Boulevard  Atlanta, 

Fla. 

2.  Exchange  and  criticize  for:     (1)  placing,  (2)  observance  of  the 
rules  above. 


LETTER  FORM  115 

66.  The  Salutation. — The  salutation  is  an  established 
"part "  of  a  business  letter.  It  corresponds  to  " Good  Morn- 
ing" in  conversation.  The  correct  forms  are:  Dear  Sir,  when 
addressing  one  man;  Gentlemen,  when  addressing  a  firm  or 
corporation ;  Dear  Madam,  when  addressing  a  woman  either 
married  or  single;  Ladies  or  Mesdames,  when  addressing  a  firm 
or  company  of  women.  If  you  wish  more  formality,  use 
My  dear  Sir,  My  dear  Madam.  The  most  formal  of  all  is 
Sir  or  Sirs.  It  sometimes  implies  strained  relations.  A  less 
formal  business, form  is  My  dear  Mr.  Jones,  or  My  dear  Miss 
Smith.  The  least  formal  is  Dear  Mr.  Jones  or  Dear  Jones. 
The  latter  two  are  so  friendly  that  the  inside  address  is  usu- 
ally placed  at  the  lower  left-hand  corner  of  the  sheet.  Dear 
Sirs  is  passing  out  of  use  so  rapidly  that  you  should  always 
avoid  it.    Use  Gentlemen  instead. 

1.  The  salutation  of  a  typewritten  letter  should  be  placed 
two  spaces  below  the  inside  address,  and  flush  with  the  mar- 
gin. For  the  handwritten  form  study  the  example  on  page 
107.  In  either  kind  it  is  a  very  serious  mistake  not  to  begin 
at  the  margin. 

2.  The  salutation  should  be  followed  by  the  colon.  The 
semicolon  should  never  be  used. 

3.  Abbreviations  are  never  permissible  in  the  salutation. 


Exercise  67 


1.  Write  the  following  inside  addresses  and  salutations  correctly: 

(a)  saks  and  company  sixth  av  &  34th  st  new  york  city  sirs 

(b)  long  and  skiptwith  druggists  plainfield  ky  my  dear  sirs 

(c)  prof  ashley  candor  Columbia  university  new  york  city  my 

dear  sir 

(d)  ronald  press  company  20  vesey  st  new  york  n  y  gentlemen 


116       EFFECTIVE  BUSINESS  COMMUNICATION 

(e)  prof  howard  w  opdycke  dean  of  college  of  arts  and  sciences 

emory  university  atlanta  georgia  dear  sir 

(f)  hiram  Johnson  maj^or  city  of  cedar  falls  n  m  sir 

(g)  thomas  a  edison  inc  orange  n  j  dear  sir 

(h)  philip  gibbs  513  beverwyck  st  utica  n  york  my  dear  sir 

(i)    the  reliance  equipment  co  st  Joseph  mo  gentlemen 

(j)    t  r  roscommon  cashier  the  first  national  bank  silver  springs 

idaho  my  dear  sir 
(k)  ketcham  and  cheatham  attorneys  at  law  crystal  river  florida 

gentlemen 
(1)    o  b  orr  secretary  of  the  Johnson  corporation  room  2122 

masonic  temple  Chicago  Illinois  dear  sir  • 

2.  Exchange  and  correct  for:(l)  placing  and  (2)  observance  of  all 
the  rules  above. 

Exercise  68 

1.  Write  the  proper  heading,  inside  address,  and  salutation  for 
each  of  the  following : 

The  mayor  of  your  town  The  wife  of  a  dentist 

The  superintendent  of  schools  The  widow  of  a  business  man 

Your  teacher  Two  women  engaged  in  a  mil- 
The  minister  linery  business 

A  friend  on  a  matter  of  busi-  A  dairy  farmer  on  a  rural  free 
ness  delivery  route 

2.  Exchange  as  in  Exercise  66,  part  2. 

Exercise  69 

Examine  your  folder  of  business  letters.  Do  you  find  that  all  the 
letters  follow  the  rules  laid  down  here  for  business  correspondence? 
Make  an  oral  report  to  the  class  on  the  subject. 


67.  The  Body. — The  body  of  the  letter  is  the  message, 
which  varies  according  to  the  purpose  of  the  writer.    If  it  is 


LETTER  FORM  117 

written  or  typed  on  paper  having  a  letter-head,  the  ink  or 
ribbon  should  harmonize  with  the  printing  on  the  sheet. 
The  safest  color  is  black. 

1.  The  most  important  matter  of  form  in  connection  with 
the  body  is  the  placing  of  the  letter  on  the  page.  Carefully 
estimate  the  length  before  writing.  You  should  leave  margins 
at  right  and  left  that  will  be  pleasing  to  the  eye,  and  should 
try  to  keep  the  right-hand  margin  even.  The  space  at  top 
and  bottom  should  always  be  ample  to  avoid  the  appearance 
of  crowding.  The  shorter  the  letter,  the  wider  the  margins 
and  the  top  and  bottom  spacings.  "Too  little  attention  is 
paid  to  this  important  matter,"  writes  the  president  of  Office 
Appliances.  "Business  firms  buy  first-grade  correspondence 
paper  and  ornament  it  with  a  well-designed  letter-head,  but 
fail  to  perfect  the  impression  because  they  put  the  copy  in 
the  wrong  place  on  the  sheet."  Study  the  placing  of  the 
letter  on  the  sheet. 

2.  In  typewritten  letters  the  body  should  begin  two  spaces 
below  the  salutation.  All  the  paragraphs,  including  the  first, 
should  be  indented  the  same  distance  from  the  margin,  no 
matter  how  long  the  salutation  may  be.  The  usual  indention 
is  five  or  ten  spaces.  Some  houses  start  every  line  at  the 
margin.  Note  the  letter  on  page  210.  A  very  few  begin  the 
first  line  of  every  paragraph  at  the  margin,  and  indent  all 
the  others.     For  an  example,  see  page  158. 

Paragraphs  should  be  single  spaced  but  should  be  distinctly 
separated  from  each  other  by  double  spacing.  Only  in  very 
short  letters,  where  the  body  needs  to  cover  as  much  of  the 
page  as  possible,  should  the  paragraph  be  double  spaced. 

3.  When  the  letter  runs  to  more  than  one  sheet,  the  second 
sheet  should  be  paper  which  does  not  bear  a  letter-head 
but  which  is  of  the  same  size  and  quality.    The  typist  should 


118       EFFECTIVE  BUSINESS  COMMUNICATION 

enter  at  the  top  some  running  title  which  will  enable  anyone 
to  put  the  sheets  together  should  they  become  separated. 
This  reference  should  include  the  page,  the  person  to  whom 
the  letter  is  sent,  and  sometimes  its  subject.  The  second 
sheet  should  never  contain  merely  the  complimentary  close 
and  the  signature.  By  changing  margins  and  spacing,  either 
put  all  the  material  on  the  first  page,  or  bring  part  of  the 
message  to  the  second  page. 

68.  The  Complimentary  Close. — The  complimentary  close, 
like  the  salutation,  is  a  mere  formal  expression  of  respect,  but 
its  omission  might  be  taken  as  discourteous.  The  usual  forms 
are:  Yours  truly,  Yours  very  truly,  Very  truly  yours.  The 
yours  should  never  be  omitted.  Respectfully  (not  respectively) 
may  be  substituted  for  truly  in  writing  to  women  or  superior 
officers  or  in  asking  favors.  Sincerely  yours  and  Cordially 
yours  should  be  reserved  for  social  communications,  or  letters 
where  a  friendly  relation  exists,  since  their  use  implies,  to 
some  men,  that  the  writer  is  becoming  too  familiar. 

1.  In  a  typewritten  letter,  the  complimentary  close  should 
begin  two  spaces  below  the  last  line  of  the  body  at  the  middle 
of  the  line.     (See  model  on  page  106.) 

2.  The  first  word  only  should  be  capitalized. 

3.  Abbreviations  should  never  be  used — nor  should  the 
forms,  and  oblige,  believe  me,  I  am,  or  /  beg  to  remain  be  used. 


Exercise  70 


Write  and  place  correctly : 

Respectively  yours.  Cordially 

Very  Truly  Yours  Yours  resp'lly 

I  am  Sincerely  Believe  me,  y'rs  truly 

Y'rs  I  remain  faithfully  yours 


LETTER  FORM  119 

69.  The  Signature. — The  signature,  which  is  the  writer's 
name,  is  important.  We  all  like  to  deal  with  individual  per- 
sons, not  with  intangible  companies.  The  signature  should 
never  vary.  If  a  man  signs  his  checks  A.  B.  Walkiey,  he 
should  sign  his  letters  in  that  way,  not  Arthur  B.  Walkiey,  or 
Arthur  Bell  Walkiey. 

1.  The  placing  of  the  signature  depends  on  the  style  fol- 
lowed in  the  heading  and  the  inside  address.  If  they  are  in  the 
"block  system,"  on  a  vertical  line,  the  signature  should  begin 
immediately  beneath  the  first  letter  of  the  complimentary 
close.  With  the  "slant  system,"  it  should  come  farther  to 
the  right.  In  this  connection  study  the  signatures  on  the 
next  page,  and  those  in  your  own  collection. 

2.  If  the  name  and  position  of  the  writer  do  not  appear  on 
the  letter-head,  the  signature  should  be  above  the  statement 
of  the  writer's  position,  as  Secretary,  Chief  Clerk,  Manager, 
but  it  should  never  be  preceded  by  titles  or  followed  by  the 
mark  of  a  degree.  For  the  arrangement,  study  the  specimens 
given  on  page  120. 

3.  As  a  matter  of  legal  protection,  it  is  customary  to  use 
the  firm  or  corporation  signature  in  connection  with  the 
writer's.  When  that  is  done,  the  word  hy,  or  -per,  or  pro  is 
frequently  inserted  before  the  signature.  By  is  to  be  pre- 
ferred.   Study  the  specimens  again. 

4.  When  there  may  be  doubt  as  to  the  spelling  of  the  sig- 
nature, this  confusing  possibility  can  be  prevented  by  having 
the  name  typed.  As  many  signatures  are  difficult  to  decipher, 
the  precaution  is  a  sensible  one.  Note  the  Palmolive  and 
Pyrene  letters  on  page  120. 

5.  In  some  offices  it  is  customary  to  indicate  whether  the 
signature  is  that  of  the  writer  by  a  stamp,  as,  Dictated  hut  not 
signed.     Since  many  regard  this  practice  as  discourteous,  it 


120        EFFECTIVE  BUSINESS  COMMUNICATION 


with  all  good  wishes. 


Maxwell  DrolCB  -  ab 
Eno 


Really  yours, 

I  THE  PAIMOLIVE  COMPAIfY 


CEL/M-MM 


Yours   truly, 


Yoara  very  truly, 
STDIEBAKER  -  SOUTH  BEND. 


AdTsrtlBltig  Uanager. 


Tours  vory  truly, 

PTOEKE  MANUFACmRINC  COMPAKY 


ilS6t.  Sales  &  Adv.  Mgr. 


is  better,  where  it  is  quite  impossible  for  the  writer  to  sign,  to 
have  the  clerk  sign  and  add  an  initial.  A  rubber-stamp  signature 
is  acceptable  legally,  but  it  destroys  the  personal  quality  of  a 
letter.    The  only  right  way  to  sign  a  letter  is  with  pen  and  ink. 


LETTER  FORM  121 

6.  An  unmarried  woman,  particularly  when  writing  to  a 
stranger,  should  place  Miss  in  parentheses  before  her  name, 
as  (Miss)  Anna  Shaw.  A  married  woman  may  sign  her  full 
name,  and  place  below  or  at  the  left  her  married  name 

Muriel  Stone  Henderson 
(Mrs.  Arthur  Henderson) 

7.  Signatures  are  no  longer  followed  by  periods. 

70.  Special  Data. — Various  notations  are  frequently 
added  to  help  in  future  reference  to  the  letter. 

1.  The  commonest  is  a  system  of  identifying  the  one  who 
dictates  and  the  one  who  types.  Among  the  signatures  on 
pages  106  and  120  observe  the  notation  at  the  lower  left-hand 
corner  for  some  of  the  various  forms. 

2.  When  other  papers  should  be  enclosed  in  the  same 
envelope  with  the  letter,  it  is  well  to  note  that  fact  below  the 
item  just  mentioned.  The  word  Enclosure  may  be  abbre- 
viated, and  is  sometimes  enclosed  in  parentheses,  as,  End. 
(Enclosures). 

Where  the  papers  are  sent  in  a  separate  envelope,  that  fact 
may  also  be  noted,  as.  Booklet  mailed. 

3.  Postscripts  nowadays  are  not  used  for  matter  overlooked 
and  added  as  an  afterthought.  They  are  used  to  attract 
attention.  For  example,  read  the  following  note  typed  below 
the  signature  of  a  letter  of  inquiry: 

Wouldn't  THIS  morning  be  a  mighty  good  time  to  fill  out  and 
return  the  list?    You'll  find  a  stamped,  addressed  envelope  enclosed. 

4.  Matters  that  are  important  to  the  person  answering  the 
letter  are  placed  at  the  top.  In  the  letter-head  of  the  Guar- 
anty Trust  Company  (page  108)  note  the  printed  line  "In 
replying  please  refer  to  number "    Sometimes  the  typist 


122       EFFECTIVE  BUSINESS  COMMUNICATION 

enters  some  such  request  near  the  top  of  the  sheet.  Where 
your  letter  is  to  reach  a  particular  person  or  department,  you 
can  help  the  mail  clerk  in  that  firm  to  place  it  on  the  right 
desk  if  you  type  in  the  middle  of  the  fine,  just  below  the  in- 
side address  and  above  the  salutation,  the  request: 

Attention  of  Mr.  Durand 

The  underlining  serves  to  attract  immediate  attention  and 
facilitates  the  arrival  of  the  letter  before  the  proper  official. 

5.  A  form  which  appears  in  the  letter-head  of  army  com- 
munications and  which  has  been  adopted  by  some  firms  may 
read: 

To  Date 

From  Subject 

This  facilitates  filing  because  the  essential  items  are  all 
placed  together.  The  matters  taken  up  in  the  body  of  the 
letter  are  also  usually  numbered.  For  the  correspondence 
between  departments  of  a  business  house  in  particular,  the 
form  has  obvious  advantages. 

6.  The  use  of  a  letter  subject  is  growing  more  popular,  and 
deservedly  so.  One  of  the  largest  firms  inserts  it  in  capital 
letters  three  spaces  below  the  date-line,  e.g.,  Adjustment  of 
Account,  Typewriter  in  Laundries,  etc.  A  large  manufacturer 
omits  the  salutation  and  places  the  subject  like  a  title  above 
the  body  and  underUnes  it,  e.g., 

Payment  of  Account,  Terms. 
See  the  example  on  page  153. 

71.  Folding  the  Letter. — The  most  convenient  method  of 
folding  the  letter  for  the  envelope  is  very  simple. 

1.  Fold  the  bottom  edge  over  until  it  is  within  about  a  half- 


(1) 


"~^--~.,^^^ 

||ii„. 

S^^mr^ 

(2) 


— -"TTTTTTTTTTmrrinr 

(3)  (4) 


(5) 


124       EFFECTIVE  BUSINESS  COMMUNICATION 

inch  of  the  top  and  crease.    If  the  creasing  is  done  with  the 
face  of  the  thumb  nail,  it  will  be  neater. 

2.  Now  fold  a  little  less  than  the  right-hand  third  over  on 
the  middle. 

3.  Fold  the  left-hand  edge  over  to  the  right  so  that  it  pro- 
jects a  little  beyond  the  folded  edge.  For  the  legal  or  official 
envelope  (which  measures  9x4  inches  or  more),  the  bottom  is 
folded  up  for  about  a  third,  and  the  top  folded  down  over  it. 
Study  the  diagrams  in  the  figure  on  page  123. 

In  inserting  the  letter  in  the  envelope,  keep  the  free  edge 
toward  the  back  of  the  envelope.  If  the  enclosures  have  not 
been  folded  in  with  the  letter,  insert  them  in  the  front  of  the 
envelope. 

72.  The  Envelope. — The  address  on  the  envelope  should 
be  the  complete  direction  for  delivery.  If  the  letter  goes  to  a 
city,  the  street  number  should  be  stated.  If  it  goes  to  a  very 
small  village,  the  county  should  be  mentioned. 

1.  The  address  should  be  placed  on  the  envelope  with  as 
much  care  for  symmetry  and  proportion  as  you  take  with  the 
letter  itself.  If  you  will  use  the  double  space  between  the 
lines,  you  will  make  the  task  of  the  postman  easier  and  in- 
crease the  chances  of  prompt  delivery. 

2.  The  arrangement  and  punctuation  of  the  parts  should 
exactly  correspond  with  the  style  adopted  in  the  heading  and 
inside  address.     Study  the  model  on  page  125. 

3.  Often  specific  directions  are  placed  in  the  lower  left- 
hand  corner,  as,  In  care  of.  .  .  .,  c/o,  Please  forward,  Personal. 

4.  The  return  notice,  containing  the  address  of  the  sender 
of  the  letter,  should  be  placed  in  the  upper  left-hand  corner. 
Otherwise  you  may  wait  a  long  time  before  the  letter  is  re- 
turned if  the  addressee  cannot  be  found. 


LETTER  FORM  125 


A.  B.  Copper 
6032  Ellis  Avenue 
Chicago,  111. 

Mr.    Charles 
91  Bedford 
Omaha 
Nebraska 

H.    Dunlevy 
Park  Bouleva 

rd 

5.  The  stamp  should  be  placed  in  the  upper  right-hand 
corner.  The  stamping  machine  in  the  post-office  will  cancel 
only  that  part  of  the  envelope. 


Exercise  71 


1.  What  special  data  do  you  find  in  your  own  collection  of  business 
letters? 

2.  Write  to  the  Postmaster-General  for  a  small  pamphlet,  "Postal 
Information."  It  will  be  furnished  free  of  charge  and  will  give 
you  much  useful  information. 

3.  A  good  way  to  add  to  your  collection  of  business  letters  is  to 
note  the  advertisements  of  mail-order  houses  and  write  inquiries 
concerning  the  articles  that  interest  you.  Write  a  post-card  in 
which  you  observe  the  rules  for  letter-writing.  Sometimes  space 
demands  that  the  message  on  a  post-card  begin  on  the  same  line 
with  the  salutation.  To  make  sure  you  get  every  detail  correct, 
write  everything  out  first  on  a  piece  of  paper  of  the  same  size  as  the 
post-card  and  have  a  classmate  criticize  it.  Keep  in  your  folder 
the  letters  you  get  in  reply. 


126       EFFECTIVE  BUSINESS  COMMUNICATION 

Exercise  72 

1.  Write  and  correct,  so  as  to  follow  all  the  rules  above,  the  follow- 
ing parts  of  letters : 

(a)  12  diversey  boulevard  los  angeles  calif  January  19  John  pickett 

turner  professor  of  philosophy  n  y  university  n  y  city  dear 
prof  cordially  sam  benelli 

(b)  mr  Solomon  wyse  room  319  mason  bldg  st  louis  mo  dear  sir 

yours  truly  new  process  flour  mills  by  timothy  todd  ship- 
ping agent  1219  front  street  minneapolis  minn 

(c)  213  w  119  st  detroit  mich  sept  10  1919  prin  h  a  shands  central 

high  school  new  Orleans  la  dear  sir  harrison  auto  co  by 
James  suUivan 

(d)  room  719  mooney  bldg  denvercolo  July  16  1919  paul  eldredge 

and  Copley  97  whicher  avenue  abilene  texas  dear  sirs  re- 
spectively western  reporter  pub  co  james  shirley 

2.  Exchange  your  paper  with  a  classmate,  and  check  up  carefully 
the  arrangement  of  his  paper.  You  and  he  can  then  talk  over  the 
mistakes  each  of  you  finds. 

Exercise  73 — Oral 

1.  After  making  careful  notes  concerning  the  letters  in  your  folder, 
report  to  the  class  what  firms  follow  the  directions  laid  down  in  this 
chapter.  What  explanation  do  you  offer  for  divergence?  Is  it  due  to 
ignorance  on  the  part  of  the  manager?  Is  it  due  to  poor  training  on 
the  part  of  the  stenographers?  What  is  the  resulting  impression  you 
get  of  each  firm  from  the  letters? 

2.  Read  to  the  class  what  you  think  the  best  letter  in  your  collec- 
tion so  far  as  form  is  concerned.  Place  on  the  board  any  features 
that  you  think  especially  worthy  of  imitation. 

3.  What  different  arrangements  of  the  parts  of  a  letter  do  you 
find?  Discuss  the  advantages  and  the  disadvantages  of  each  ar- 
rangement. 


CHAPTER  XI 

LETTERS  OF  RECOMMENDATION  AND 
INTRODUCTION 

73.  Recommendations. — When  applying  for  a  position, 
one  may  use  a  letter  of  recommendation,  which  may  be  either 
general  or  special.  The  general  recommendation,  which  is 
enclosed  in  an  unsealed  envelope,  is  addressed  To  lohomever  it 
may  concern.  These  words  are  usually  typed  all  in  capitals, 
but  in  handwriting  only  the  first  word  is  begun  with  a  capital. 
Such  letters  are  not  very  helpful  in  securing  a  position  be- 
cause they  are  so  indefinite  in  their  language  as  to  give  little 
indication  of  one's  fitness  for  a  particular  position. 

The  special  recommendation  letter  is  one,  written  to  a 
particular  person  with  reference  to  a  particular  position.  It 
should  include  the  following  topics: 

1.  The  occasion  for  writing.  Sometimes  the  opening  para- 
graph may  include  a  description  of  the  particular  require- 
ments of  the  position:  "My  secretary,  Mr.  Joseph  Shands, 
informs  me  that  you  need  the  services  of  a  private  secre- 
tary." Or,  "In  reply  to  your  inquiry  of  August  3,  I  am 
glad  to  write  in  behalf  of  Mr.  Henry  Grady  as  a  salesman  of 
footwear." 

2.  The  facts  concerning  the  applicant's  connection  with 
the  writer's  business  or  office.  The  section  giving  these 
facts  should  be  a  plain,  straight-forward  account  of  his 
activities. 

3.  An  estimate  of  the  applicant's  fitness  for  the  position 
under  consideration.     Here  the  writer  must  exercise  great 

127 


128       EFFECTIVE  BUSINESS  COMMUNICATION 

care  to  show  whether  the  appHcant  actually  meets  the  needs 
of  the  situation.  Of  course,  nothing  derogatory  need  be  said. 
Where  shortcomings  are  present,  silence  is  the  better  course. 
In  reference  to  the  qualities  which  the  applicant  does  possess, 
however,  enthusiasm  should  not  run  away  with  sound  judg- 
ment. Instead  of  using  many  glowing  adjectives,  mention 
the  specific  traits  and  abilities  which  fit  the  man  or  woman 
for  the  position  sought.  Instead  of  saying,  ''She  is  one  of  the 
best  stenographers  I  have  ever  had,  "  say,  "She  has  an  artistic 
eye  for  placing  the  message  properly  on  the  page ;  the  letters 
she  writes  for  you  will  be  a  credit  to  the  house." 

4.  A  summarizing  reference  to  the  applicant.  This  con- 
clusion may  repeat  the  distinctive  traits  of  the  person  in  ques- 
tion, so  that  he  will  not  seem  merely  one  of  a  horde.  It  may 
even  contain  a  promise  to  answer  further  questions.  But  it 
should  not  be  unfair  to  the  applicant  by  giving  an  impression 
that  he  cannot  live  up  to. 

One  who  is  asked  to  write  a  letter  of  recommendation 
should  inquire  at  the  time  the  nature  of  the  position  and 
secure  any  facts  concerning  the  applicant  he  may  be  uncer- 
tain about.  This  will  keep  the  letter  from  falling  into  the 
class  of  vague  and  unguarded  general  statements  which  sel- 
dom receive  attention  from  business  men. 

74.  Introductions. — Letters  of  introduction  are  written 
by  one  man  to  an  acquaintance,  introducing  a  third  person. 
They  should  at  the  beginning  mention  the  name  and  tell 
something  of  the  station  of  the  third  person.  The  reason  for 
the  introduction  should  then  be  explained,  to  guide  the  ac- 
quaintance or  friend  in  his  activities.  Last,  they  should 
make  some  personal  request  in  accordance  with  the  needs  of 
the  person  introduced. 


RECOMMENDATION  AND  INTRODUCTION      129 

The  tone  of  such  letters  may  indicate  whether  the  third 
person  is  a  close  friend  or  .merely  a  slight  acquaintance, 
whether  its  purpose  is  to  make  two  persons  acquainted  or  to 
indorse  the  social  standing  or  business  integrity  of  the  one 
introduced.  The  writer  should,  in  fact,  be  careful  that  he 
conveys  the  desired  impression. 

The  friend  to  whom  a  letter  of  introduction  is  sent  should 
reply,  as  he  would  to  any  other  friendly  letter.  It  is  only 
polite  to  say  something  pleasant  of  the  person  introduced. 
When  the  letter  introduces  only  a  slight  acquaintance,  the 
reply  may  be  unnecessary. 


Exercise  74 

1.  What  is  the  purpose  of  this  letter  of  introduction?     What  is 
the  tone  of  it?     Do  you  think  it  successful? 

Dear  Slrt 

Mr.  Andrew  Blank  will  now  represent  the  Barnes  Rubber  Foot- 
wear line  In  your  territory,  replacing  Mr.  Joseph  Day,  who 
Is  no  longer  connected  with  the  Company. 

You  will  find  Mr.  Blank  thoroughly  Informed  on  the  footwear 
business.  He  Is  especially  well  qualified  to  give  construc- 
tive suggestions  for  increasing  your  sales  and  your  profits. 

We  thank  you  for  the  courtesies  you  have  shown  Barnes  repre- 
sentatives in  the  past,  and  for  the  good  orders  with  which 
you  have  favored  the  house. 

It  is  our  sincere  desire  that  the  cordial  relations  which 
have  80  far  existed  may  continue.  We  are  sure  Mr.  Blank  will 
serve  you  and  your  Interests  in  a  way  that  will  be  very 
acceptable. 

Cordially  yours. 


2.  What  is  the  purpose  of  the  following  letter  of  introduction? 
What  is  the  tone  of  it?  Do  you  think  it  successful? 


130       EFFECTIVE  BUSINESS  COMMUNICATION 

Georgetown,  Texas 
April  10,  1920 

My  dear  Mr.  Tilton: 

This  will  introduce  to  you  and  your  wife  Miss  Anne  Christopher, 
who  is  to  be  in  New  Rochelle  during  the  coming  winter  and  who  will 
on  many  occasions  venture  into  your  village.  Please  allow  her  to 
tie  her  horse  to  your  hitching  post. 

Miss  Christopher  belongs  to  one  of  our  best  Texas  families.  She 
won  considerable  distinction  while  in  Southwestern  University  by 
her  writing  and  secured  enviable  attention  during  her  year  in 
Wellesley.  She  has,  besides,  the  charming  manners  for  which  you 
will  remember  the  girls  in  alma  mater. 

If  you  and  Mrs.  Tilton  can  lead  her  to  some  of  the  oases  of  South- 
ern hospitality  among  the  wastes  of  Manhattan,  I  shall  feel  deeply 
in  your  debt. 

Cordially  yours, 
Alice  Sanders 

Mr.  Adolphus  Tilton 
70  Morningside  Drive 
New  York  City 

3.  A  friend  of  yours  is  to  spend  the  summer  near  the  farm  where 
you  have  lived  for  five  summers.  Write  a  letter  to  the  farmer's 
wife  introducing  your  friend. 

Exercise  75 

1.  You  are  an  old  man.  You  are  retiring  from  business.  Your 
manager  seeks  a  position  with  Marshall  Field  and  Company  in 
Chicago.     Write  a  letter  of  recommendation  for  him. 

2.  You  have  just  been  graduated  from  high  school  and  now  wish 
to  secure  office  work.  Write  the  general  recommendation  from 
your  English  teacher. 

3.  Write  the  specific  recommendation  of  your  English  teacher  for 
some  position  you  know  of,  or  for  one  of  those  advertised  on  pages 
89,  90. 


RECOMMENDATION  AND  INTRODUCTION      131 

4.  Decide  which  part  of  your  school  training  would  be  most  useful 
in  that  position.  Then  write  the  letter  which  your  teacher  in  that 
branch  of  your  school  work  could  honestly  write. 

5.  One  of  your  classmates  wishes  to  secure  a  position  with  James 
Ficklin,  a  grocer,  whom  he  barely  knows,  but  who  wishes  an  assist- 
ant to  keep  his  books  and  take  charge  of  his  correspondence.  Your 
father,  who  has  known  Mr.  Ficklin  for  years,  knows  your  friend  be- 
cause he  has  seen  him  at  home  with  you  many  times.  Write  the 
letter  your  father  could  honestly  write. 

6.  You  are  in  prosperous  middle  life.  One  of  your  young  friends 
has  just  completed  his  hospital  training  following  his  medical  course. 
He  wishes  to  be  official  physician  for  the  Angier  Saw  Mills  at  Con- 
way, Ark.,  but  he  knows  no  one  there.  Write  the  letter  of  recom- 
mendation by  which  the  Dean  of  the  Medical  School  secures  him  the 
position. 

Exercise  76 

1.  One  of  your  oldest  friends  is  a  successful  physician  in  Conway. 
Write  a  letter  of  introduction  for  your  young  friend. 

2.  Write  the  reph^  of  the  physician. 

Exercise  77 

The  principles  to  be  followed  in  writing  letters  of  recommendation 
apply  with  equal  force  to  spoken  recommendations.  Imagine  that 
the  next  day  after  your  father  wrote  the  letter  called  for  in  Exercise 
75  (5)  you  happen  to  be  in  Mr.  Ficklin's  grocery  store.  He  asks  you 
a  number  of  questions  about  your  friend.  Write  out  the  conversa- 
tion. In  this  imaginary  conversation  have  you  given  a  truthful 
and  favorable  account  of  your  friend? 

Exercise  78 — Oral 

1.  Have  your  father  and  his  friends  furnished  you  enough  letters 
of  recommendation  and  introduction  to  warrant  a  separate  folder? 
Bring  to  class  the  best  examples  of  the  two  kinds  of  recommendation 
and  of  introduction,  and  explain  in  what  respects  they  are  excellent. 


132       EFFECTIVE  BUSINESS  COMMUNICATION 

2.  Consult  various  business  men  of  your  acquaintance  concerning 
their  experiences  with  recommendations.  Report  to  the  class  what 
kinds  of  recommendation  they  like  best  and  why. 

3.  Too  strong  a  recommendation  is  worse  than  none.  Gather 
illustrations  of  this  from  the  experiences  of  business  men.  Weave 
them  into  an  address  to  the  class. 


CHAPTER  XII 
THE  LETTER  AS  A  WHOLE 

*75.  The  Beginning. — The  most  important  parts  of  a 
business  letter  are  the  beginning  and  the  end.  The  beginning 
of  any  piece  of  writing  attracts  the  attention  most  strongly. 
The  end  lingers  longest  in  the  mind.  Consequently  you  need 
to  consider  carefully  what  you  put  in  either  position. 

The  beginning  is  very  often  wasted.  Thousands  of  letters 
begin  with  time-killers  like  Your  favor  of  the  10th  inst.  received 
and  contents  duly  noted.  In  reply  would  state,  etc.  Not  only 
does  this  tell  the  reader  what  he  has  sense  enough  to  guess, 
but  at  the  very  moment  when  he  is  most  open  to  the  message 
you  wish  to  give  him  it  dulls  his  eagerness  by  trivial  phrases. 
It  is  possible  to  include  in  the  first  sentence  or  two  (1)  the 
date  and  (2)  the  subject  of  the  previous  letter  and  yet  (3)  to 
center  the  reader's  interest  on  the  subject  of  the  present  letter 
and  (4)  to  suggest  the  writer's  personal  interest  in  the  subject. 

Bad: 

Your  favor  of  first  inst.  at  hand  but  in  reply  we  will  say 
that  we  cannot  help  you  out  on  the  proposition  j'ou 
mention. 

Better: 

We  are  very  sorry  that  we  cannot  help  you  out  in  the 
matter  you  mention  in  your  letter  of  March  1. 

Bad: 

Yours  of  the  27th  received  and  contents  noted  with 
interest,  but  in  reply  we  beg  to  state  that  we  have  not  any 
that  would  suit  you. 

133 


134       EFFECTIVE  BUSINESS  COMMUNICATION 

Better: 

Answering  your  letter  of  March  27. 

Although  I  am  very  much  interested  in  Better  Business 
Letters,  in  our  work  here  we  do  not  have  any  that  would 
answer  your  purposes. 

In  the  revised  form  of  these  beginnings  the  acknowledg- 
ment is  not  made  the  main  idea  of  the  opening  sentence. 
Sentences  like  these  require  some  thought  and  possibly  some 
experimenting,  because  it  is  not  always  easy  to  put  the  main 
idea  of  a  letter  in  such  a  way  as  to  catch  the  attention  of  the 
reader  and  create  a  cordial  atmosphere.  The  first  impression 
which  the  letter  makes  on  the  reader,  however,  is  so  im- 
portant that  time  is  well  spent  in  learning  how  to  make 
the  right  impression. 

Make  your  first  sentence  mean  something. 


Exercise  79 

*1.  Rewrite  the  following  opening  sentences  so  that  the  first  im- 
pression will  include  the  four  points  mentioned  on  page  133. 

(a)  Yours  of  19th  rec'd  and  contents  noted  and  in  reply  would 

say  that  if  the  shoes  do  not  arrive  soon  we  suppose  we 
shall  have  to  credit  you  with  same. 

(b)  Replying  to  your  request  of  10th  inst.  would  state  that  we 

will  not  need  any  further  shipments  this  month. 

(c)  We  are  in  receipt  of  your  favor  of  July  26,  and  in  response 

will  say  that  the  dry  batteries  of  which  you  complain  may 
be  returned,  and  we  will  always  in  future  make  sure  you 
get  fresh  ones, 
(d)  Referring  to  your  letter  of  December  1 0,  would  advise  you 
that  we  are  sorry  your  shipment  has  been  delayed  by 
factory  conditions. 


THE  LETTER  AS  A  WHOLE  135 

(e)  I  write  in  regard  to  the  electrical  goods  I  ordered  of  you 

a  month  ago  and  have  not  yet  received. 

(f)  Referring  to  your  final  paragraph,  we  must  reply  that  it  is 

not  in  accord  with  our  policy  to  allow  discount  after  30 
days. 

2.  Exchange  as  in  Exercise  72. 


*  76.  Clearness  Through  Unity, — All  writing  should  be 
clear,  but  a  business  letter  must  be  as  clear  as  day.  The 
reader  must  not  have  to  glance  at  any  sentence  a  second  time. 
At  the  first  hasty  reading  he  must  get  an  exact  notion  of  what 
you  want. 

The  first  requisite  is  to  confine  a  letter  to  a  single  subject. 
If  you  are  writing  to  a  house  of  any  size,  each  subject  would 
have  to  be  referred  to  a  different  department,  but  there  is  no 
certainty  that  your  letter  actually  would  be  handed  from  one 
department  to  another.  Moreover,  as  in  modern  business  all 
letters  are  kept  on  file,  your  letter  should  be  part  of  the  re- 
cords of  each  department  you  deal  with.  Even  when  you  arc 
corresponding  with  a  small  house,  business  men  are  so  accus- 
tomed to  taking  up  only  one  matter  at  a  time  that  you  run 
the  danger  of  confusing  your  reader  if  you  try  to  put  forward 
more  than  one  matter  in  a  letter. 

To  be  sure  that  you  are  succeeding,  you  must  decide  quite 
clearly  what  you  wish  your  correspondent  to  do.  See  if  you 
can  sum  up  the  whole  letter  in  a  single  sentence.  Then  omit 
everything  that  does  not  help  to  achieve  your  purpose.  If 
your  purpose  is  to  secure  a  position  as  bookkeeper,  you  need 
not  describe  your  work  as  office  boy  or  your  experience  in 
driving  a  car.  If  you  are  ordering  a  set  of  books,  do  not  talk 
at  length  about  your  love  of  reading  and  the  number  of 


136       EFFECTIVE  BUSINESS  COMMUNICATION 

volumes  you  already  own.     The  summary  sentence  is  fre- 
quently included  in  the  letter.    For  example, 

Your  letter  notifying  us  that  you  are  not  pleased  with  the  Amer- 
ican Beauty  Range  we  shipped  you  and  that  you  are  returning  it 
was  a  disappointment  to  us. 

Here  is  our  check  for  $64.40.  to  pay  you  for  the  harness  you  re- 
turned and  the  transportation  charges  of  $2.27. 

How  much  Palmolive  advertising  do  you  want  this  year? 

See  that  everything  you  put  into  a  business  letter  can  be 
summed  up  in  a  sentence  expressing  its  purpose. 


Exercise  80 


*1.  Rewrite  the  following  letter.  (Note  that  this  is  the  letter  to 
which  the  reply  is  printed  on  page  138.  If  necessary,  make  two  or 
more  letters  of  this  inquiry.) 

Gentlemen : 

The  lamp  you  sent  me  has  no  extension  and  so  I  cannot  use  it  the 
way  1  wanted  to.  Please  send  me  an  extension  at  once.  There 
must  be  something  else  the  matter  with  it,  for  it  smokes  terribly 
when  I  turn  it  up.     You'll  have  to  do  something  about  it. 

The  book  catalogue,  I  have  noticed,  is  three  years  old.  Haven't 
you  anything  more  recent?  I'm  thinking  of  buying  quite  a  library, 
but  I  want  it  up-to-date.     Give  me  the  newest  you  have. 

Hoping  to  hear  from  you  right  away. 

Resp'y  y'rs, 
Mrs.  W.  Smtthe 

*2.  Improve  the  following  letter  by  rewriting.  In  how  many 
ways  have  you  bettered  it? 


THE  LETTER  AS  A  WHOLE  137 

183  S.  Haley  St. 
Springfield,  Mass. 
June  1,  1920 
Mrs.  James  Holland 
Juniper  Point,  Me. 

Dear  Madam : 

Please  save  us  rooms  for  a  fortnight.     There'll  be  five  of  us  and 
we'll  come  in  our  own  car.     Hope  to  have  a  good  time. 

Yours  truly, 
A.  S.  Holmes 


77.  Clearness  by  Considering  the  Reader. — Failing  to  be 
clear  often  results  from  not  putting  yourself  in  the  reader's 
place.  You  assume — very  often  incorrectly — that  matters 
quite  clear  to  you  must  be  well  understood  by  other  people. 
A  better  attitude  is  to  picture  yourself  in  the  reader's  place. 
Try  to  think  of  how  much  information  he  now  has.  Then 
supply  whatever  details  are  needed  for  a  satisfactory  explana- 
tion. You  will  be  surprised  often  to  see  how  much  care  you 
must  take  hgfore  the  explanation  is  satisfactory.  No  matter 
how  much  study  is  necessary,  master  every  detail  that  will 
help  the  reader  to  see  the  matter  as  you  do. 

Examine  the  following  letters  sent  to  a  woman  who  had 
ordered  a  lamp  from  a  mail-order  house. 

Dear  Madam: 

You  will  see  from  the  catalogue  that  we  furnish  no  extension  with 
the  Angle  lamp.  As  per  your  request  we  are  sending  today  an  ex- 
tension at  $2.25.  You  complain  that  the  lamp  smokes.  Now 
madam,  the  Angle  lamp  has  been  sold  successfully  for  a  number  of 
years,  and  we  are  confident  that  if  you  understand  the  operation 
you  will  be  pleased  with  the  purchase. 

It  should  have  been  evident  to  the  writer  that  the  pur- 
chaser had  not  found  any  statement  that  the  extension  was 


13S        EFFECTIVE  BUSINESS  COMMUXICATUA' 

not  part  of  the  lamp.  He  should  thei-efore  direct  her  where 
in  the  catalogue  to  tind  that  statement.  He  should  also  give 
the  catalogue  number  of  the  extension  he  is  sending  so  that 
she  can  identify  it.  The  paragraph  concerning  the  smoking 
is  even  more  faulty.  The  woman  is  quite  ignorant  of  the 
operation  of  the  lamp.  It  was  the  duty  of  the  writer  to  ex- 
plain the  cause  of  the  trouble.  Observe  how  the  following 
rewritten  form  attains  clearness  by  giving  full  details. 
Dsc:.r  Uaiam: 

Ii"  ycu  will  carefully  read  the  catalogue  description  oi"  the 
.-ngle  lamp  you  will  find  that  we  do  not  furnish  ar.  extension 
Kith,  this  model.   The  extensicna  are  listed  at  the  bottoa  of 
the  page. 

According  to  your  request  we  :.re  sending  a  nickel  finish 
extension,  number  S0C3594,  price  |2.25.   You  will  receive  a 
stateient  after  shipment  is  cade. 

In  addition  we  note  that  ycu  are  having  some  trcuble  with  the 
las:?' 3  s=-.ciiing.   This  is  generally  due  to  the  glohe's  not 
fitting  firaly  or  the  wick's  not  being  trlased^properly.  We 
suggest  thut  ycu  exaslno  the  burner  screens.  If  these  are 
net  perfect,  we  sill  send  ycu  a  new  set  without  charge. 

Since  the  Angle  lamp  has  been  used  successfully  for  a  nucscer 
of  years,  we  i.re  confident  that  as  soon  as  vcu  understand  the 
operciticn  yc-ji  will  be  pleasel  with  ycur  purchase. 

Reread  every  letter  from  the  point  of  view  of  your  corre- 
spondent, to  make  sure  that  you  have  included  every  detail 
that  will  make  the  letter  clear  to  him. 

*78.  The  Ending. — The  two  most  emphatic  points  in  a 
business  letter  are  the  beginning  and  the  end.  The  beginning 
is  the  point  to  engage  the  reader's  attention  and  arouse  his 
interest.  The  end  is  the  point  to  make  sure  of  the  purpose  of 
the  letter,  to  drive  home  the  main  idea.  It  is  the  part  that 
will  remain  longest  in  the  reader's  mind. 

Nevertheless,  in  many  business  letters  the  end  is  made 
weak  and  sometimes  meaningless  by  such  a  participial  ex- 


THE   LETTER  AS   A   WHr)EE  139 

pression  as,  "Hoping  for  a  oontinuance  of  your  patronage, 
Very  truly."  In  the  first  place,  an  expression  in  this  form  is 
of  course  ungrammatical;  a  noun  or  pronoun  is  needed  for 
the  participle  to  modify.  That  is  not  the  chief  troublf,  how- 
ever. To  add,  "We  beg  to  remain,"  or  "We  remain"  would 
indeed  render  the  phrase  correct  grammatically,  but  it  would 
tend  to  obscure  further  the  real  purpose  of  the  letter.  Using 
the  participial  phrase  at  all  robs  the  message  of  the  ''mpression 
that  comes  from  a  live,  breathing  man  with  a  warm  hand- 
shake and  a  snaiUng  face.  Such  endings  destro}'  the  atmos- 
phere the  whole  letter  has  tried  to  create. 

The  reason  they  are  introduced  is  that  the  writer  wishes  to 
avoid  a  curt  conclusion.  He  wishes  to  express  some  pleasing 
sentiment,  to  thank  the  reader  for  a  courtesy,  or  to  hope  for 
further  pleasant  relations.  When  these  ideas  are  the  proper 
conclusion  to  the  message,  they  should  be  included,  but  not 
in  a  participial  phrase.  Put  them  in  a  complete  sentence, 
which  leaves  a  distinct  and  definite  impression. 

The  following  illustrates  the  uselessness  of  such  phrases. 
The  whole  letter  is  diffuse,  but  the  conclusion  is  inexcusable. 
It  implies  either  that  the  writer  is  not  sure  of  himself  or  that 
he  thinks  it  hard  to  make  the  customer  understand.  Anyone 
who  attempts  an  explanation  should  not  rest  satisfied  until 
he  makes  it  as  clear  as  day. 

Replying  to  Mr.  Smith's  letter  of  December  4  regarding  the  B/L 
dated  November  4  covering  cases  18.51-1853  and  1870  consigned  to 
yourselves,  New  York. 

The  goods  in  these  cases  are  stj'le  3614.  The  note  on  the  bill  of 
lading  which  states  that  these  cases  contain  style  10-53  is  wTong  as 
it  should  be  style  3614.     Will  you  please  correct  your  bill  of  lading? 

Trusting  that  this  explanation  ^vill  make  this  matter  clear,  we  beg 
to  remain 


140       EFFECTIVE  BUSINESS  COMMUNICATION 

The  revised  form  is  not  only  more  concise  but  it  leaves  both 
a  definite  and  a  pleasing  impression  upon  the  reader. 

Cases  1851-1853  and  1870,  shipped  to  yourselves,  New  York, 
concerning  which  Mr.  Smith  wrote  December  4,  contain  style  3614 
as  invoiced. 

Please  change  the  bill  of  lading  dated  November  4  to  read  style 
3614.     We  are  sorry  it  was  not  made  out  correctly. 

If  you  wish  to  end  with  some  graceful  expression,  do  so, 
but  be  sure  that  your  last  sentence  will  make  the  letter  accom- 
plish what  you  want  it  to.  In  particular,  never  end -with 
the  participial  closing. 


Exercise  81 

1.  Which  of  the  following  conclusions  contain  useful  ideas? 

(a)  Trusting  we  shall  hear  from  you  with  an  order,  we  beg  to 

remain, 

(b)  Awaiting  your  early  reply,  we  are, 

(c)  Hoping  upon  receipt  of  this  you  will  favor  us  with  your 

valued  order  and  thanking  you  for  past  favors,  we  are, 

(d)  We  promise  you  every  consideration,  thanking  you  in  ad- 

vance for  a  trial,  we  beg  to  remain, 

(e)  Trusting  that  you  will  find  this  procedure  satisfactory,  we 

are, 

(f)  Special  tickets  and  tags  1354. 

With  information  we  received  in  your  letter  of  Decem- 
ber 3  signed  by  W.  H.  A.  regarding  these  tickets,  we  have 
been  enabled  to  locate  same,  therefore,  if  you  will  please 
cancel  our  letter  of  December  2  as  we  do  not  need  these 
tickets  now.     Thanking  you,  we  remain 

2.  Rewrite  them  in  proper  form. 


CHAPTER  XIII 
THE  WORDING  OF  THE  LETTER 

79.  Importance  of  Wording. — It  is  very  easy  for  anyone 
dictating  a  letter  to  use  words  with  little  thought  of  their  fit- 
ness. Indeed,  to  choose  words  for  their  suitability  to  the 
letter  in  hand  requires  very  close  thinking  and  long  practice. 
Yet  only  one  who  does  think  out  discriminatingly  the  phrasing 
of  his  ideas  will  come  to  write  the  best  business  letters. 

80.  Coherence. — The  first  problem  is  only  partly  a  matter 
of  diction.  Coherence  is  primarily  the  arrangement  of  ideas, 
sentences,  and  paragraphs  so  that  the  reader  can  follow  the 
thought  most  easily.  All  that  has  been  said  in  regard  to  it 
on  pages  27-29  applies  to  letters.  Your  ideas  should  be 
arranged  in  a  clear  order  and  should  be  well  connected.  But 
the  order  or  plan  in  a  business  letter  is  governed  by  special 
considerations.  Since  the  time  order  is  the  easiest  to  follow, 
you  should  arrange  all  narrative  letters,  or  narrative  para- 
graphs in  letters,  in  the  strict  order  of  time.  Since  business 
men  wish  the  gist  of  the  matter  at  once,  you  should  begin 
with  your  conclusion  or  general  statement  and  follow  it  with 
the  supporting  or  explanatory  details.  In  all  cases  you  should 
put  yourself  in  the  reader's  place  and  start  your  letter  with 
what  most  interests  him  and  with  what  he  already  under- 
stands best. 

However,  there  is  one  class  of  words — conjunctions — that 
aids  coherence  at  every  turn.  In  business  letters  in  particular 
you  cannot  be  too  skillful  in  the  use  of  connectives.    The 

141 


142       EFFECTIVE  BUSINESS  COMMUNICATION 

majority  of  business  letters  are  weak  in  this  respect,  for  the 
connection  between  paragraphs  is  very  often  entirely  disre- 
garded. You  should  not  only  plan  your  paragraphs,  but  you 
should  provide  a  bridge  from  each  one  to  the  next.  Help 
your  reader  along  at  every  break  or  change  in  the  thought. 
In  every  letter  you  write  study  the  order  and  the  con- 
nectives. 


Exercise  82 


1.  What  is  the  plan  of  this  letter?  Are  the  parts  properly  ar- 
ranged and  connected? 

Gentlemen : 

You  shipped  our  order  of  fruit  jars  on  June  10,  and  it  arrived  on 
June  13.  On  counting  the  cases  we  were  surprised  to  find  that 
you  had  not  followed  instructions.  You  sent  two  dozen  cases  of 
quart  jars  and  the  balance  two-quart. 

On  June  1  we  sent  that  order,  No.  316,  for  forty  cases,  exactly 
like  the  copy  enclosed.  You  will  see  that  it  specifies  three  dozen 
cases  of  quart  jars  and  four  cases  of  two-quart  jars. 

You  sent  a  dozen  cases  of  two-quart  jars  by  mistake,  and  we  are 
holding  them  subject  to  your  directions.  As  we  shall  need  all  the 
quart  jars  we  ordered  as  soon  as  the  canning  season  begins,  we  ask 
for  an  immediate  shipment  of  the  dozen  cases  of  one-quart  jars 
omitted  from  our  order. 

Yours  very  truly, 
Mark  and  Marston 

2.  Is  the  following  properly  arranged?  Are  the  best  connectives 
used?     Point  out  the  particular  features  that  bear  out  your  view. 

Dear  Mr.  Laurentis: 

You're  no  doubt  thinking  of  a  new  spring  top-coat  or  suit — all 
the  fresh  new  clothing  which  helps  so  much  in  enjoying  this  wonder- 


THE  WORDING  OF  THE   LETTER  143 

ful  time  of  j^ear.  To  our  suits,  in  particular,  we  want  to  call  your 
attention.  You'll  find  them  natty,  with  that  individual  style 
which  bespeaks  careful  tailoring.  They  are  most  reasonably  priced. 
May  we  hear  from  you  sometime  soon  with  an  order? 

Much  of  the  value  of  a  set  of  furs  comes  from  the  personal  pleas- 
ure one  gets  from  them,  and  if  those  we  sent  did  not  come  level  with 
your  expectations  we're  mighty  glad  you  returned  them. 

The  days  are  warming  too  fast  to  talk  of  furs  for  immediate  wear, 
but  next  winter-time  we  hope  you  will  give  us  another  opportunity 
to  fill  your  order  from  our  carefully  d.yed  stock  of  skins. 

Our  enclosed  check  for  S63.95  includes  the  value  of  the  fur  set  you 
returned  to  us,  and  the  $.26  parcel  post  charges. 


81.  Diction  for  the  Reader.^ — When  we  consider  the  fit- 
ness of  words  themselves,  we  should  be  governed  by  three 
definite  factors.  The  language  should  suit  the  reader.  It 
should  be  concise.    It  should  be  individual. 

The  language  of  the  letter  should  suit  the  reader.  If  he 
is  a  lawyer,  it  should  be  very  precise ;  special  care  must  be 
taken  if  it  contains  legal  terms.  If  he  is  an  old  man,  the 
language  should  be  dignified.  If  he  is  young  and  progres- 
sive, it  may  contain  even  slang  and  quiver  with  snap  and 
"punch."  If  he  is  a  stranger  in  the  community,  it  may 
be  well  to  take  special  care  to  make  the  language  cordial 
and  friendly. 

To  make  the  language  suit  the  reader  is  an  ability  slowly 
developed.  It  requires  study  not  only  of  the  different  classes 
of  men  but  of  the  value  of  words.  Your  letters  may  for  a  time 
seem  strange  because  of  the  introduction  of  new  words  or  of 
old  words  in  unusual  senses.  (See  pages  43-50.)  But  when 
you  have  become  a  master,  your  letters  will  be  the  envy  of  all 
who  read  them  and  may  add  very  considerably  to  your  salary. 


144       EFFECTIVE  BUSINESS  COMMUNICATION 
Exercise  83 

1.  You  are  the  student  manager  of  the  baseball,  or  basketball, 
or  football,  or  hockey,  or  some  other  team  of  j^our  school.  Write  a 
report  to  the  principal  about  a  game  played  away  from  home. 
Write  also  a  colloquial  account  to  an  intimate  friend  who  is  now  a 
freshman  at  college.     How  does  the  language  of  the  two  differ? 

2.  You  have  let  a  house  to  a  workman  in  a  factory,  who  owns  an 
automobile  but  has  not  paid  last  month's  rent.  Write  a  letter  in- 
ducing him  to  pa}^  To  succeed  in  this  attempt,  w^hat  qualities  of  a 
business  letter  should  you  particularly  watch? 

3.  Suppose  that  the  tenant  is  a  widow  with  an  infant  daughter. 
Her  husband  died  two  months  ago.  She  has  not  paid  the  rent  since 
his  death.  Write  a  letter  inquiring  about  her  plans.  How  does  the 
language  of  this  letter  differ  from  that  in  (2)  ?     (See  pages  48-50.) 


82.  Diction  for  Conciseness. — The  language  should  also 
be  concise.  Business  men  have  no  time  to  waste.  The  man 
who  reads  fifty  or  a  hundred  letters  in  a  morning  will  be  much 
annoyed  if  he  cannot  find  your  meaning  crystallized  and  in 
tablet  form,  so  to  speak.  Besides,  to  use  too  many  words 
wastes  your  own  time  and  the  time  of  your  stenographers. 
Conciseness  is  profitable  all  around. 

Conciseness  is  not  quite  the  same  thing  as  brevity,  for  it 
adds  to  shortness  the  idea  of  completeness.  Concise  expres- 
sions convey  the  whole  of  a  thought,  and  in  the  process  they 
make  every  word  count.  Conciseness  does  not  mean  omit- 
ting pronouns,  articles,  and  prepositions,  or  using  abbrevia- 
tions, or  substituting  a  phrase  for  a  sentence.  It  does  not 
require, '' In  reply  to  yours  of  28th  will  say,"  hut  "In  reply  to 
your  inquiry  of  October  28,  I  will  say";  not  "Shipment  rec'd. 
Crate  in  order  missing,"  hut  "Your  shipment  of  August  10 
has  been  received,  but  one  crate  of  peaches  is  missing."    Un- 


THE  WORDING  OF  THE  LETTER  145 

grammatical  expressions  are  not  concise.  They  indicate  lazi- 
ness or  discourteous  haste. 

What  conciseness  does  mean  is  expressing  your  idea  with- 
out diffuseness,  putting  thoughts  tersely,  making  one  word 
carry  the  full  thought  of  two.  The  concise  writer  says  at 
'present  instead  of  at  the  -present  time;  through  our  oversight 
instead  of  through  an  oversight  on  our  part.  He  has  a  definite 
plan  for  the  whole  letter,  so  that  he  does  not  ramble  or  repeat 
or  insert  unnecessary  explanations. 

He  does  not  write: 

As  these  goods  were  shipped  by  Clyde  Line  and  shippers  were 
quite  anxious  to  know  the  first  stop  that  would  be  made  by  the  Clyde 
Line,  at  the  time  of  writing  we  were  unable  to  give  them  this  in- 
formation, but  advised  them  we  would  advise  them  in  a  day  or  so. 

We  cannot  find  where  you  replied  to  our  letter,  and  we  are  today 
in  receipt  of  another  letter  from  the  shippers  asking  us  if  we  were  suc- 
cessful in  obtaining  the  desired  information. 

We  will  be  pleased  to  have  you  investigate  this  matter  and  ad- 
vise us,  if  you  are  in  a  position  now  to  give  us  the  information  re- 
quested. 

He  compresses  it  by  a  quarter  thus: 

These  goods  wer^  shipped  by  Clyde  Line,  and  the  shippers  are 
anxious  to  know  the  first  stop  that  will  be  made  by  the  Line.  We 
wrote  them  that  we  would  try  to  get  this  information  for  them  in  a 
day  or  so. 

We  cannot  find  that  you  have  replied  to  our  letter.  Today  we 
received  another  inquiry  from  the  shippers  for  this  information. 

Please  tell  us  if  you  are  now  in  a  position  to  give  the  information 
requested. 

Compare  these  two  forms  sentence  by  sentence.  How  does 
the  rewritten  form  attain  conciseness? 

Study  to  be  brief  but  always  with  courteous  completeness. 


146       EFFECTIVE  BUSINESS  COMMUNICATION 

Exercise  84 

The  following  passages  have  been  extracted  from  actual  business 
letters.  Rewrite  each  in  the  most  concise  form  in  keeping  with 
courtesy. 

1.  If  you  have  not  forwarded  same  today,  we  hope  that 
you  will  send  the  same  by  return,  as  we  will  not  be  able  to 
process  these  goods  until  invoice  is  received. 

2.  Will  you  please  procure  for  us  the  original  B/L, 
and  upon  receipt  of  this  paper  we  will  take  the  matter  up 
with  the  transportation  Co.  and  have  a  corrected  B/L 
issued. 

3.  Again  replying  to  your  letter  of  the  4th,  signed  by 
DAR  regarding  the  #49  Monogram  stamp  for  Order 
#X-31,  Style  3413. 

We  wish  to  call  your  attention  to  the  fact  that  this 
stamp  was  received  by  us  this  morning  via  Parcel  Post. 

4.  We  find  that  although  we  stated  in  writing  you  on 
Dec.  3rd,  that  we  were  returning  the  credit,  we  omitted  to 
enclose  same  and  are  therefore  sending  same  herewith. 

5.  We  are  enclosing  herewith  duplicate  Bill  of  Lading 
covering  this  case  and  have  also  requested  the  Railroad 
Company  to  trace  same. 

6.  We  are,  in  accordance  with  your  request,  returning 
herewith  this  postal  card,  also  the  copies  of  the  B/L 
which  you  sent. 

7.  The  bill  of  lading  referred  to,  showing  this  ship- 
ment going  to  Norfolk,  Va.,  should  have  read  Baltimore, 
Md.,  and  if  you  will  have  the  bill  of  lading  returned  to  us, 
we  will  have  the  same  corrected  and  mail  same  to  you 
promptly. 

8.  We  have  notified  our  ticketing  department  when 
short  of  labels  #433A  that  they  may  use  label  43A  on  this 
and  all  other  orders  until  a  supply  of  the  former  labels 
#433A  are  sent  us,  therefore,  we  will  be  governed  accord- 
ingly. 

9.  Shippers  claim  that  their  customer  has  not  received 
the  goods  and  would  ask  you  to  kindly  take  this  matter 


THE  WORDING  OF  THE   LETTER  147 

up,  immediately,  with  your  connecting  lines  as  the  case 
has  been  in  transit  ample  time  to  be  delivered,  and  do 
all  you  possibly  can  to  have  the  goods  delivered  to  customer 
without  any  further  delay. 

10.  Some  time  ago  you  requested  us  to  have  the  original 
B/L  returned  for  Cases  77093-76968-77088  and  76967, 
shipped  to  Topkes  Bros.,  Smyrna,  Del. 

We  have  todaj''  received  this  B/L  from  the  customer  and 
enclose  same  herewith.  We  believe  this  will  comply 
with  your  request. 


83.  Diction  for  Personality. — The  language  of  a  business 
letter  should  in  the  third  place  be  individual.  It  should  seem 
to  come  from  a  man,  not  a  machine.  It  should  stand  out  from 
ordinary  letters.  It  should  get  away  from  the  time-worn 
expressions  of  business  correspondence.  It  should  breathe 
the  personality  of  the  writer. 

Beginners  in  particular  feel  that  to  be  businesslike  they 
must  use  stereotyped  phrases  that  have  appeared  in  thou- 
sands of  business  letters.  They  frequently  study  models, 
and  try  to  write  as  much  like  the  model  as  possible.  The 
notion  is  a  sad  mistake.  Do  not  try  to  be  clever  or  smart  or 
pretentious.  But  do  get  away  from  the  hackneyed  wordings 
often  thought  of  as  "business  English."  The  expressions 
noted  under  "The  Beginning"  (page  133)  are  only  one  class. 
Such  stereotyped  phraseology  as  advise,  at  hand,  at  this  time, 
beg  to  remain,  esteemed  favor,  would  state  must  be  shunned  like 
poison  if  you  hope  to  arrive  at  any  distinction  in  writing  busi- 
ness letters.  Study  the  Glossary,  Appendix  A,  again  and  again. 
Avoid  these  trite  or  misused  words.  Put  your  thoughts  in 
fresh,  original  phrases.  Use  simple,  straightforward,  conver- 
sational wording.     Imagine  your  correspondent  across  the 


148       EFFECTIVE  BUSINESS  COMMUNICATION 

desk  from  you.  Write  to  him  as  naturally  as  you  would  talk. 
Use  words  that  are  within  his  grasp.  Make  all  your  state- 
ments specific,  direct,  and  human.  Make  the  letter  from  first 
to  last  your  representative. 


Exercise  85 


Revise  the  following  letter  so  that  the  language  will  represent 
you  better: 

Dear  Sir: 

Your  esteemed  favor  of  the  30  ult.  has  just  come  to  hand  and 
contents  carefully  noted.  In  reply  thereto  I  beg  to  advise  you 
that  at  this  time  we  are  all  out  of  size  No.  9.  Kindly  find  enclosed 
herewith  our  check  for  $16.92  to  cover  your  order  for  the  same.  A 
fresh  stock  will  come  from  the  factory  at  about  the  loth  prox., 
and  we  shall  be  pleased  at  that  time  to  supply  your  needs.  Thank- 
ing you  for  past  favors  and  hoping  for  a  continuance  of  your  valued 
patronage,  we  beg  to  remain,  as  ever, 

Respectfully  yours, 
I.  M.  Gentrv. 


*84.  Diction  for  Courtesy. — Every  good  business  letter 
looks  beyond  the  shipment  or  the  acknowledgment  with 
which  it  deals.  It  aims  to  be  more  than  clear,  concise, 
and  individual.  It  looks  to  future  dealings.  It  tries  to 
make  friends.  It  seeks  to  build  up  in  the  reader  a  feeling  of 
good-will  toward  the  writer. 

It  is  always  polite.  It  uses  please  and  thank  you.  It  says 
"We  are  glad  to  help  you  in  this  matter,"  or  "We  are  sorry 
we  cannot  furnish  you  the  information."  Indeed,  it  is  more 
observant  of  these  polite  forms  than  face-to-face  conversa- 


THE  WORDING  OF  THE  LETTER  149 

tion.  Nevertheless,  politeness  can  be  excessive.  Many  ex- 
pressions in  the  Glossary  are  to  be  avoided  on  that  account. 
Kindly  is  much  overworked  in  correspondence.  Your  es- 
teemed or  valued  favor  is  a  similar  mistaken  effort.  Will  you 
he  so  good  as  to  tell  me  is  too  roundabout  to  be  in  good  taste. 
Please  find  enclosed  is  painful  because  there  is  no  favor  con- 
ferred by  finding  an  attached  or  enclosed  paper.  Thanking 
you  in  advance  for  the  favor  is  by  many  regarded  as  discourte- 
ous. It  implies  that  the  reader  is  certain  to  render  the  kind- 
ness, that  he  is  under  some  kind  of  obligation  to  do  so.  To 
Imply  that  lessens  your  gratitude.  But  worse  still,  it  implies 
that  you  are  too  busy  to  take  the  trouble  to  thank  him 
afterwards. 

A  business  letter  is  more  than  polite;  it  has  more  than  the 
forms  of  courtesy.  It  is  written  from  a  conviction  that  co- 
operation is  the  keynote  to  business  progress.  It  takes  the 
point  of  view  of  the  other  fellow.  It  always  strives  to  give 
the  other  man  a  square  deal.  It  takes  account  of  his  difficul- 
ties and  tries  to  be  fair.  It  is  sincere,  honest,  truthful.  It 
owns  up  to  mistakes.    It  treats  the  reader  as  an  equal. 

Let  a  spirit  of  unfailing  courtesy  animate  your  letters. 


Exercise  86 


*1.  Rewrite  the  following  excerpts  from  business  letters  so  that 
they  will  make  friends  of  your  customers. 

(a)  With  the  information  given  in  your  letter  we  were  able  to 

locate  all  of  these  tickets. 

(b)  Our  ticketing  department  reports  these  cannot  be  found, 

in  fact,  they  have  no  record  of  their  having  been  received, 
therefore,  cannot  return  them  as  requested. 


150       EFFECTIVE  BUSINESS  COMMUNICATION 

(c)  In  future  when  you  wish  us  to  divert  a  case  in  this  manner 

if  you  will  advise  us  by  telegram  it  will  save  us  a  great 
deal  of  trouble  and  unnecessary  delay  in  reshipment  of 
the  case. 

(d)  We  have  not  received  a  reply  to  our  letter,  and  will  you 

please  advise. 

2.  Revise  the  following  letters  so  that  they  may  meet  the  demands 
of  business  correspondence. 

Wichita,  Kan.,  May  5,  1920. 
Hudspeth  Clothing  Co. 

Kan.  City,  Mo. 
Dear  Sirs : 

Rec'd  your  shipment.  10  boys  suits  not  included.  We  told  you 
we  needed  them  for  commencement  in  June.  Can't  pay  anything 
till  we  get  them. 

Y'rs,  etc. 

Read  and  Wallace. 

Kansas  City,  Mo.,  May  8,  1920. 
Read  and  Wallace 

Wichita,  K. 
Dear  Sirs : 

Yours  of  recent  date  received,  and  in  reply  to  same  will  say  we 
can't  understand  your  complaint.  How  do  we  know  what  suits  are 
missing?  You  don't  give  us  invoice  numbers.  We  fill  thousands 
of  orders  every  week  and  have  to  have  the  invoice  to  tell  what's 
wrong.  We  sent  all  the  goods  you  asked  for,  when  you  promised  to 
pay  in  ten  days.  Isn't  your  word  any  good? 
Yours  truly. 

The  Hudspeth  Clothing  Company 
per  James  Sears. 

Exercise  87— Oral 

In  your  folder  of  business  letters,  have  you  enough  to  illustrate 
each  feature  mentioned  in  Chapters  XII  and  XIII.     If  you  can 


THE  WORDING  OF  THE   LETTER  151 

find  the  examples  it  will  be  very  much  worth  the  time  to  collect  in 
separate  folders  the  best  examples  of  good  beginnings,  explanations 
clear  to  the  reader,  exceptional  coherence,  excellent  choice  of  words, 
courteous  spirit,  and  emphatic  ending. 

Study  every  letter  you  receive  for  its  attainment  of  the  essential 
qualities  of  a  business  letter. 

1.  Read  to  the  class,  with  comments,  some  of  the  letters  best 
illustrating  the  qualities  studied  in  Chapters  XII  and  XIII.  You 
may  have  enough  letters  to  make  a  separate  talk  on  each  section  in 
the  chapters. 

2.  Compare  a  business  letter  with  a  business  conversation,  fol- 
lowing the  topics  in  this  chapter. 

3.  Interview  some  business  men.  Report  to  the  class  their  opin- 
ions about  the  various  features  of  a  letter  studied  in  this  chapter. 


CHAPTER  XIV 
LETTERS  OF  INQUIRY  AND  INFORMATION 

85.  Essential  Qualities. — Asking  questions  seems  a  very 
simple  matter.  We  ask  them  every  day.  If  at  first  we  do  not 
get  the  right  answer,  we  try  again.  Perhaps  that  is  one  reason 
why  we  do  not  think  carefully  enough,  when  writing  a  letter  of 
inquiry,  about  its  clearness.  We  do  not  put  ourselves  in  the 
place  of  the  reader  and  picture  the  scores  of  letters  which  he 
glances  at  one  after  another.  If  we  did,  we  should  strive  more 
for  the  utmost  clearness  and  conciseness. 

86.  Conciseness. — We  should  be  careful  to  leave  out 
everything  that  will  not  help  the  reader  to  answer  the  inquiry. 

You  will  be  helped  in  the  concise  phrasing  of  your  ideas  by 
reading  over  §  82  and  carefully  writing  out  Exercise  84.  The 
following  illustrates  the  application  of  this  quality  to  letters 
of  inquiry: 

Diffuse: 

Dear  Sirs : 

Picking  up  the  Fireside  Journal  and  Homehold  Companion  which 
we  have  been  taking  for  a  number  of  years,  I  noticed  your  advertise- 
ment for  the  first  time.  As  I  am  a  diligent  reader,  I  don't  see  how  I 
missed  it  before.  I  note  your  generous  offer  of  a  catalogue  free.  If 
you  still  have  one  to  spare,  I  should  like  to  receive  it.  I  am  inter- 
ested in  baseball  and  hope  to  get  up  a  team  among  the  boys  in  our 
neighborhood. 

Thanking  you  in  advance  for  this  valued  favor, 

Respectfully  yours, 

152 


INQUIRY  AND  INFORMATION  LETTERS        153 

This  is  certainly  not  concise,  since  it  contains  only  one  in- 
quiry, which  might  be  phrased  thus: 

Concise: 

Please  send  me  a  catalogue,  particularly  about  baseball 
goods,  according  to  your  offer  in  the  Fireside  Journal  and 
Household  Companion  for  May. 

Everything  else,  then,  should  be  omitted,  unless  the  writer 
is  desirous  of  equipping  a  team.  If  he  is,  he  should  add  in  a 
separate  paragraph  a  further  inquiry: 

Do  you  offer  a  reduction  when  goods  are  purchased  in 
large  quantities  for  a  nine? 

87.  Clearness. — Clearness  demands  that  you  begin  with 
the  general  subject  and  follow  with  the  specific  inquiries  to 
which  answers  are  needed.  Good  business  men  are  very  care- 
ful in  this  matter.     Note  how  very  carefully  the  accompany- 

January  20,  1920 
James  &  Barton  Company 
2040  Main  Street 
Worcester,  Mass. 


Quotation  on 
Steel  Balls 

Please  quote  us  your  best  price  and  Inform  us  how 
soon  you  can  deliver  these  In  lots  of  1000  to  3000^  ranging 
In  sizes  from  li"  to  2^" . 

We  would  make  use  of  them  In  the  centrifugal  cups 
on  the  XC  type  of  machine  which  you  furnished  uo  last  year. 
The  quality  can  be  of  any  range  from  soft  to  hardened  steel. 

The  question  of  delivery  Is  highly  Important  since 
our  need  Is  very  urgent. 

IIORTOH  COMPANY 
LLB  Purchasing  Department 

91 


154       EFFECTIVE  BUSINESS  COMMUNICATION 

ing  letter  is  written.  Price,  delivery,  size,  quality,  use  are  all 
specified.  How  is  the  general  subject  made  prominent? 
How  is  the  importance  of  delivery  made  emphatic? 

Where  the  inquiry  is  detailed,  each  question  should  occupy 
a  separate  paragraph  and  the  arrangement  should  be  the 
clearest  for  your  reader.  There  will  then  be  little  chance  of 
having  any  point  overlooked.  Note  how  clear  the  tabulation 
is  here: 

South  Bend 

Indiana 

April  21,    1920 

Mr.   J.   H.    Kendrick 
Boothvllle,   Kansas 

Dear  Mr.   Kendrick: 

DOES  YOUR  LOCAL   ADVERTISING  PAY? 

YOU  CAN  ANSWER  this  question  'for  us,   and  we  are 
greatly  interested  in  having  you  do  so. 

It  will  take  just  a  few  minutes.  The  questions  are 
on  the  back  of  this  letter.  Answer  as  many  cts  you  will, 
and  ir.ail  back  to  us  in  the  stajnped  envelope  which  is  en- 
closed. 

TJe  want   the  views  of  every  one   of  our  dealers. 

May  we  have  yours? 

Truly  yours, 

STUDFBAKER  —  SOUTH  BEX'D 
Pales  Department 
QSB/IS 

Population  of  your  town 

Give  names  of  papers  published  in  your  city,  below : 

Daily 
Name        Circu-      How  much       How  much        Rate  or 

lation      in  city               in  country        per  inch      Weekly 
I 

2 

3 


INQUIRY  AND  INFORMATION  LETTERS         155 

What  paper  do  you  consider  best,  why? 

Do  you  advertise  in  any  of  these  papers? 

How  much  space  do  you  use? 

How  often  does  your  ad.  appear? 

Have  you  our  Electrotyped  Ads.  on  hand?.  .  .  .Do  you  want  any? 


Do  you  mail  circular  letters,  printed  matter,  etc.,  to  your  trade?. 
How  many  names  on  your  list? How  often  do  you  mail? 


What  other  methods  do  you  employ  for  getting  printed  matter  to  pro- 
spective customers?   

Do  you  want  printed  matter? How  much? 

For  what  purpose? 


Does  your  town  have  a  Moving  Picture  Theater? Do  you  want 

Slides? 


Do  you  post  signs  along  your  roads? How  many  miles  do  you 

cover? How  many  signs  do  you  put  up? 

Do  you  want  signs? How  many? 


Do  you  have  Opening  or  Sales  days? Do  you  exhibit  at  your 

County  Fair? Do  you  conduct  prize  contests? 

What  is  your  attitude  towards  various  kinds  of  advertising,  and  what 
particular  one  brings  you  the  best  results? 


88.  Courtesy.— The  third  requirement  of  any  inquiry  is 
courtesy.  Courtesy  requires  first  of  all  that  you  make  no  in- 
quiries where  you  have  no  right  to  seek  information.  Con- 
sider your  reader  before  you  inquire.  If  you  decide  that  your 
question  falls  directly  within  his  interests,  do  not  apologize  or 
say  you  fear  you  are  using  his  valuable  time.  Make  a  con- 
cise inquiry,  using  please  and  kindly  and  other  courteous 
expressions  wherever  they  are  in  place.  In  the  conclusion, 
however,  do  not  use  the  time-worn  expression  Thanking  you  in 
advance.    Instead,  be  sure  to  enclose  a  self-addressed,  stamped 


156       EFFECTIVE  BUSINESS  COMMUNICATION 

envelope  for  the  reply,  and  if  you  receive  an  answer,  send  a 
brief  letter  of  thanks. 

Use  every  effort  to  make  any  inquiry  clear,  concise,  and 
courteous. 

89.  Credit  Inquiries. — One  of  the  commonest  inquiries 

among  business  houses  is  concerning  credit.    Such  inquiries 

are  of  a  confidential  nature.     The  following  is  a  courteous 

form  for  this  common  request.    Point  out  in  what  respects  it 

begins  and  ends  well.    Is  it  clear  and  concise?     Why  do  you 

think  so? 

South  Bend,  Indiana 
October  10,  1920 

Farmers'  State  Bank 
Boothvllle,  Kansas 

Gentlemen: 

We  have  received  our  initial  order  from  Mr.  J.  H. 
Kendrlck  amounting  to  |368.   He  has  given  us  permission  to 
write  to  you  concerning  his  present  financial  standing. 
Additional  business  is  expected;  we  shall  therefore  be 
obliged  to  you  If  we  may  have  your  candid  opinion  as  to  his 
reliability  from  a  credit  standpoint. 

Any  information  which  you  may  see  fit  to  give  us  will, 
we  assure  you,  be  held  confidential,  and  if  at  any  time  we 
can  be  of  similar  assistance  to  you,  we  shall  be  pleased  to 
reolprooate. 

Truly  yours, 
Studebaker-South  Bend 
Credit  Department 

90.  Information. — The  reply  granting  information  should 
be  sent  immediately  and  cheerfully.  It  should  give  as  com- 
plete an  answer  as  is  possible.  In  case  the  inquiry  is  not  clear, 
do  not  say  that  you  cannot  make  out  what  it  means.  If 
possible,  guess  at  it.  If  it  should  be  necessary  in  a  business 
matter,  ask  for  further  instructions.  The  following  will  show 
to  what  trouble  a  business  house  will  go  in  its  replies. 


INQUIRY  AND  INFORMATION  LETTERS        157 

Dear  Mr.  Armstrong: 

You  are  certainly  welcome  to  any  of  our  catalogues.  For  a  com- 
plete line  of  Baseball  Outfits,  we  are  mailing  you  our  number  90  or 
general  catalogue,  which  you  will  receive  within  the  next  few  days. 

On  pages  410  and  411  you  will  find  everything  used  by  the  Base- 
ball Player.  Let  us  call  your  attention  to  the  uniforms  on  page  410. 
You  will  notice  that  they  can  be  furnished  in  various  styles.  The 
Leader  Uniform,  which  is  the  lowest  in  price,  is  a  heavy  weave 
flannelette,  very  strong  and  serviceable,  and  can  be  had  in  Navy 
Blue,  Gray,  or  Maroon. 

There  is  also  a  Championship,  a  Club  Special,  and  The  Major 
League.  These  are  slightly  higher  in  price  but  of  course  are  better 
finished  and  of  better  quality  goods. 

Our  Major  League  Uniforms  are  made  of  wool  mixed  athletic 
flannel  and  are  made  in  the  same  careful  manner  and  from  the  same 
pattern  that  is  used  in  producing  the  uniform  for  the  Major  League 
Teams. 

These  suits  consist  of  shirt,  pants,  cap,  stockings,  and  belt. 

If  you  wish  letters  on  your  suits  we  can  furnish  them  at  5  cents 
each.  We  do  not  letter  the  uniform,  but  you  will  have  no  trouble  in 
doing  this  yourself. 

We  also  have  a  full  line  of  other  baseball  goods,  such  as  baseballs, 
from  the  official  league  ball  at  $1.50  and  $2.00  each,  which  is  the 
regulation  size  and  weight,  made  to  conform  with  the  specifications 
and  requirement  of  the  National  and  American  League  rules,  to 
balls  less  expensive  though  excellent  in  material.  We  also  call  your 
attention  to  the  full  line  of  baseball  bats,  gloves,  masks,  and  pro- 
tectors— all  of  which  are  standard  in  every  way. 

As  the  Baseball  Season  wil}  soon  be  here  it  will  be  advisable  to  get 
your  order  in  as  soon  as  possible.  To  help  you  place  your  order  we 
enclose  an  order  blank  that  we  ask  you  to  use  when  placing  your 
order.    Mail  it  today. 

Yours  very  truly, 

Montgomery  Ward  &  Company 

Why  are  the  pages  of  the  catalogue  referred  to?  Why  are 
the  descriptions  full?     Is  the  paragraphing  good?     Is  the 


158       EFFECTIVE  BUSINESS  COMMUNICATION 

order  of  paragraphs  good?    Is  the  tone  of  the  letter  appro- 
priate?   Why? 

Where  a  delay  is  necessary,  some  kind  of  reply  should  be 
sent  at  once.  Any  possible  annoyance  should  be  guarded 
against  by  the  phrasing  of  the  letter. 

We  want  you  to  have  our  very  lowest  prices  for  the  gummed  rein- 
forcements referred  to  in  your  recent  inquiry,  so  we  shall  carefully 
estimate  the  cost  of  their  manufacture.  This  will  necessitate  a 
delay  of  several  days,  but  we  feel  sure  it  will  result  to  our  mutual 
advantage. 

91.  Declining  a  Request. — Even  though  the  information 

requested  must  be  withheld,  the  tone  can  still  be  kept  cordial 

and  friendly. 

My  dear  Mr.  Doby: 

The  little  paper  called  "Topics,"  about  which  you  asked  In 
your  letter  of  January  4,  la  really  a  method  of  writ- 
ing confidential  sales  letters  to  our  field  organiza- 
tion.  It  Is  not  for  public  ^ponsumptlon,  and  for  that 
reason  we  never  send  ooples  to  people  outside  of  our 
organization. 

You  may  be  sure  I  appreciate  your  interest.  I  am   sorry  I 

cannot  aooommodate  you,  but  it  is  not  consistent  with 
our  house  policy. 

Cordially  yours. 
The  Electron  Company 


Exercise  88 


1.  Select  an  advertisement  that  invites  inquiry  about  a  device 
or  matter  you  are  interested  in. 

(a)  Write  the  letter. 

(b)  Let  a  classmate  criticize  it 

(c)  Rewrite  it  and  mail  it. 


INQUIRY  AND  INFORMATION   LETTERS         159 

2.  Write  to  Montgomery  Ward  and  Company,  Chicago,  for  u 
catalogue  of  some  goods  in  which  you  are  particularly  interested. 

(a)  Is  the  general  subject  of  your  inquiry  clear? 

(b)  Are  the  specific  questions  definite? 

(c)  Let  a  committee  examine  all  the  letters  and  select  the  five 

which  are  most  concise  without  sacrificing  clearness  and 
courtesy. 

3.  Your  school  plans  to  issue  an  annual,  or  a  weekly  or  monthly 
periodical.  Write  to  some  printer  for  a  bid.  What  specific  points 
must  you  include?  What  is  the  best  order  of  arrangement  for  your 
letter? 

4.  You  are  desirous  of  purchasing  the  best  history  of  the  World 
War.  Write  to  The  Independent,  The  Literary  Digest,  The  Review 
of  Reviews,  or  some  similar  periodical  for  an  opinion.  Should  you 
enclose  an  envelope?     How  definite  can  you  make  the  inquiry? 

5.  You  are  planning  to  go  away  to  some  business  or  technical 
school.  Write  to  the  secretary  for  information  concerning  fees, 
board,  rooms,  and  any  other  expenses  you  need  to  know  about. 

6.  Write  to  the  school  about  supporting  yourself  during  attend- 
ance. 

Exercise  89 — Oral 

1.  You  are  the  leader  of  a  very  important  interschool  debate. 
You  wish  to  get  the  best  recent  books  on  the  subject.  Where  will 
you  write?     What  persons  can  you  write  to  for  expert  information? 

2.  Have  you  enough  letters  of  inquiry  and  information  to  make  a 
separate  folder?  Bring  the  best  examples  to  school  and  read  to  the 
class  with  comments. 


CHAPTER  XV 
DEVELOPING  IDEAS  FULLY 

92.  Importance  of  Development. — The  commonest  mis- 
take of  a  young  writer  is  to  assume  that  mentioning  an  idea 
makes  it  perfectly  clear  to  the  audience  or  the  readers.  Now, 
as  a  matter  of  fact,  mentioning  an  idea  is  seldom  sufficient, 
particularly  when  you  are  addressing  a  business  man,  because 
he  has  usually  been  thinking  of  his  own  affairs.  Besides,  the 
topic  may  be  one  about  which  he  has  never  thought  much. 
You  must  therefore  amplify,  expand,  develop  your  ideas  to 
the  point  where  he  will  have  no  difficulty  in  getting  your 
whole  meaning.  He  should  be  able  to  follow  every  step  with 
immediate  understanding. 

Develop  each  thought  fully  enough  to  be  perfectly  clear. 

93.  Time  Order. — In  such  development  of  ideas  very  im- 
portant is  the  order  of  the  parts.  Probably  the  easiest  order 
to  follow  is  the  order  of  time.  It  is  the  order  followed  in  most 
narratives. 

One  young  woman  in  New  York,  who  had  had  five  years  of  expe- 
rience in  various  positions,  entered  the  office  of  a  cloak  and  suit 
house  as  secretary  for  $15  a  week.  She  accepted  the  low  salary 
because  the  new  work  interested  her.  Within  a  year  she  was  earn- 
ing $30  a  week.  Her  interest  was  so  genuine  that  she  learned  enough 
about  the  manufacture  of  suits  and  cloaks  to  be  worth  that  much  to 
her  employer.  To  her  deep  disappointment,  she  then  had  to  move 
with  her  family  to  a  western  city.  There  she  took  a  position  with  a 
publisher  at  $14.    She  lost  all  incentive  to  work  amid  these  new 

160 


DEVELOPING  IDEAS  FULLY  161 

and  unfamiliar  surroundings.  After  a  two  weeks'  trial  she  was  dis- 
missed, B}^  good  luck  she  immediately  secured  a  place  with  a 
manufacturer  of  ladies'  dresses.  The  details  were  similar  to  those 
in  her  last  New  York  position.  She  at  once  became  interested  in  the 
business.  She  applied  herself  with  energy.  In  six  months  she  was 
discharging  her  duties  so  intelligently  that  her  pay  envelope  held 
$40  a  week. 

This  method  of  developing  a  paragraph  is  very  useful  in 
business  talking  or  writing,  because  the  time  order  is  so  easy 
to  follow.  The  following  paragraph  illustrates  its  use  in  a 
business  letter: 

I  had  been  looking  at  this  house  and  had  made  up  my  mind  to 
sell  the  owner  Wear-Well  Gloss  Paint  the  next  time  I  saw  him. 
When  he  asked  for  my  advice,  I  could  give  him  but  one  answer, — 
"Use  Wear- Well."  I  then  figured  up  the  surface  he  had  to  cover, 
and  gave  him  an  estimate  on  the  amount  of  paint  required  for  the 
work.  He  was  more  than  surprised  when  I  quoted  the  price,  as  he 
had  expected  to  pay  half  as  much  again.  To  make  a  long  story 
short,  I  sold  him  enough  Wear- Well  paint  for  the  job,  and  he  is 
going  to  have  a  responsible  painter  put  it  on  for  him. 


Exercise  90 


1.  Prepare  to  talk  to  the  class  on  one  of  the  following  topics: 

(a)  The  best  piece  of  work  I  ever  did. 

(b)  From  farm-hand  to  millionaire. 

(c)  How  I  won  a  promotion. 

(d)  My  first  plowing. 

(e)  Working  for  a  stranger. 

(f)  On  the  harvester. 

(g)  A  visit  to  a  factory. 

(h)  Trj^ing  to  find  the  right  address. 

(i)  Soliciting  advertisements  (or  subscriptions). 

(j)  In  a  book  store. 


162       EFFECTIVE  BUSINESS  COMMUNICATION 

A  classmate  will  report  on  whether:  (!)  you  interest  him  at  the 
very  beginning;  (2)  the  order  of  time  was  clearly  followed;  (3)  the 
conclusion  gave  him  a  feeling  that  you  had  completed  the  talk. 
Another  classmate  may  report  whether  you  followed  the  proper 
sequences  of  tenses  (see  pages  56-59) . 

2.  Write  out  your  talk,  taking  particular  care  with  the  last  sen- 
tence. A  classmate  will  review  the  paragraph  to  see  if  you  have  any- 
where divided  the  thought  (see  pages  32-34)  or  used  a  comma  sen- 
tence (see  pages  34-35). 

3.  Find  in  the  news  columns  of  the  paper  or  among  the  stories  in  a 
magazine  a  narrative  paragraph  that  you  think  particularly  skillful. 
Read  it  to  the  class  and  explain  where  the  skill  lies. 


94.  Details.^ — Another  way  of  developing  a  paragraph  is 
by  use  of  details.  In  this  case  to  think  out  the  order  is  very 
important,  because  the  order  is  not  made  for  you.  You  should 
note  distinctly  every  step  that  the  reader  will  need  to  take. 
The  best  order  is  probably  that  of  growth  or  climax.  Every 
sentence  should  be  a  step  in  advance;  it  should  be  more  in- 
teresting, or  more  important  than  the  preceding.  There 
should  be  no  letting  down  of  interest  at  the  end. 

In  a  vertical  system  of  filing,  that  is,  where  the  papers  are  filed 
standing  on  edge,  the  correspondence  is  kept  in  folders  of  heavy 
manila  paper  which  are  indexed  by  means  of  thick  manila  or  press- 
board  guides  made  to  fit  the  drawers.  Where  the  correspondence  is 
small,  a  miscellaneous  folder  placed  just  behind  each  guide  will 
hold  the  letters.  If  the  guide  is  "  Li,"  the  folder  will  contain  letters 
from  Lieberman  and  Lindsay  and  Livermore  and  other  corre- 
spondents whose  names  begin  with  the  letters  "  Li."  But  when 
four  or  five  letters  have  been  received  from  Lieberman,  they  are 
removed  and  placed  in  an  individual  folder.  The  tab  on  it  bears  his 
name,  his  address,  and  the  year.  It  is  filed  back  of  the  miscellaneous 
folder.  In  time  the  other  names  mentioned  are  also  provided  with 
special  folders.    When  Mr.  Lieberman's  correspondence  becomes  too 


DEVELOPING  IDEAS  FULLY  163 

bulky  to  fit  into  one  folder,  it  is  separated  and  placed  in  dated  folders. 
One  may  hold  the  letters  from  January  to  June,  and  the  next  from 
July  to  December.  Thus  the  folder  is  the  unit  in  a  vertical  system 
of  filing. 

Where  is  the  topic  sentence?  What  steps  are  taken? 
What  details  are  given?  How  do  they  develop  or  make  clear 
the  step  in  the  thought  or  the  topic  sentence? 

Business  men  are  particularly  likely  to  lose  patience  if  the 
order  of  climax  is  not  followed.  Note  the  skill  of  the  following 
paragraph  from  a  business  letter : 

The  little  keychain  we  send  you  is  different  from  the  one  you 
carry;  in  fact,  it  first  appealed  to  us  because  it  was  different.  We 
looked  for  the  reason,  and  learned  that  it  was  designed  to  save 
seconds  of  the  busy  man's  time.  Most  men  carry  several  keys  on 
their  ring.  Some  they  use  much  more  than  others.  The  desk  key 
and  one  that  opens  the  office  or  the  front  door  at  home  are  called 
into  use  daily  or  oftener.  They  can  be  kept  apart  from  the  others 
by  clipping  them  on  the  metal  loop  and  putting  the  inactive  ones  on 
the  chain.  Very  simple,  but  how  significant  of  the  demand  for 
things  that  will  save  time. 

What  is  the  topic  sentence?  What  details  are  given  that 
are  not  about  the  ring?  How  do  they  develop  the  paragraph? 
Can  you  show  that  the  last  five  words  are  the  guide  for  select- 
ing all  the  details? 


Exercise  91 


1.  Prepare  a  talk  on  one  of  these  topics : 

(a)  A  good  housekeeper. 

(b)  A  kind  employer. 

(c)  Sounds  in  city  streets. 

(d)  A  beautiful  tree. 


164       EFFECTIVE  BUSINESS  COMMUNICATION 

(e)  A  crowded  car. 

(f)  The  most  inviting  classroom. 

(g)  Our  garden. 

(h)  My  room  as  I  should  like  to  have  it. 

Let  a  classmate  report  whether:  (1)  he  knew  at  the  beginning 
what  you  were  going  to  talk  about;  (2)  the  details  all  helped  to 
develop  the  topic;  (3)  you  repeated  details  unnecessarily. 

2.  Write  out  your  talk  as  a  paragraph.  A  classmate  ma}^  review 
it  to  see  if  in  any  sentence  you  have  tried  to  put  too  many  ideas  (see 
pages  36-38). 

3.  Find  in  a  magazine  or  newspaper  a  paragraph  developed  by  use 
of  details  in  which  you  think  the  order  is  skillful.  Read  it  to  the 
class  and  explain  why  it  is  well  arranged. 


95.  Illustration. — In  some  ways  the  best  method  to  de- 
velop an  idea  is  to  introduce  illustrations  or  examples.  The 
examples  must  be  chosen  carefully  to  bring  out  the  point  in 
mind.  They  must  be  so  presented  as  to  make  the  point  clear. 
In  the  following  paragraph,  what  is  the  point  to  be  made? 
Does  the  example  illustrate  it? 

In  short,  grammar — that  much  hated  and  much  dreaded  study — 
is  neither  difficult  nor  dull  for  the  average  adult  provided  you  start 
him  right.  A  Southern  farmer  wrote  me  that  he  had  an  ambition  to 
become  a  business  correspondent.  His  letter  might  have  been  used 
as  a  complete  example  of  all  possible  faults  of  English.  It  was 
wrong  from  start  to  finish.  You  might  have  thought  that  of  all  the 
inhabitants  of  the  State  of  South  Carolina,  he  was  least  fitted  to  write 
effective  business  letters.  But  we  set  to  work,  and  he  proved  to 
have  the  grit  and  patience  to  do  his  part.  In  a  few  months  that 
farmer  was  writing  letters  that  would  be  a  credit  to  any  office. 

The  following  example  from  a  business  letter  is  in  two 
paragraphs,  but  it  illustrates  the  same  method.    Indeed,  illus- 


DEVELOPING  IDEAS  FULLY  165 

tration  is  one  of  the  best  possible  methods  in  business  talking 
and  writing. 

Let  me  illustrate  by  a  concrete  individual  experience  how  national 
advertising  benefits  the  dealers.  The  writer  read  the  Brighto  Elec- 
tric Two  Battery  Lantern  advertisement  in  the  "Saturday  Evening 
Post"  of  October  16th,  and  was  impressed  with  it,  but  not  sufficiently 
to  get  pen  and  paper  and  send  a  check  to  the  concern.  Walking  down 
the  street  last  evening,  however,  I  came  across  an  attractive  window 
display,  through  which  scattered  signs  were  in  evidence,  reading: 

"These  are  the  famous  electric  lamps 

Advertised  in  the  Saturday 

Evening  Post." 

Here  was  a  direct  connection  between  the  desire  (aroused  by 
the  advertisements)  and  the  purchase  (suggested  by  the  goods  in 
front  of  me).  I  went  in,  intending  to  spend  $2;  I  came  out  some . 
twenty  minutes  later  after  leaving  over  $14  in  that  shop,  compris- 
ing a  few  dollars  invested  in  Brighto  lamps,  a  storage  battery 
brought  to  my  attention  by  the  dealer,  and  a  few  sundries  on 
which  he  made  a  handsome  profit. 


Exercise  92 


1.  Write  a  paragraph  in  which  you  develop  one  of  these  thoughts 
by  illustration.  Make  sure  (1)  that  your  illustration  actually  fits 
the  thought,  and  (2)  that  you  so  present  it  that  it  brings  the  point 
out  clearly. 

(a)  A  wise  man  reflects  before  he  speaks. 

(b)  Haste  makes  waste. 

(c)  Books  are  the  best  friends. 

(d)  Procrastination  is  the  thief  of  time. 

(e)  Filing  a  paper  is  useless  if  you  cannot  find  it  afterwards. 

(f)  The  best  position  always  goes  to  the  best  prepared. 

(g)  One's  use  of  language  is  a  determining  factor  in  advance- 

ment, 
(h)  The  use  of  recreation  is  to  fit  us  for  work. 


166       EFFECTIVE  BUSINESS  COMMUNICATION 

2.  Exchange  with  your  classmates  and  criticize  for  the  two  points 
specified  in  paragraph  1. 

3.  DeHver  a  talk  on  another  of  the  sentences.  Introduce  several 
illustrations.  Let  your  classmates  judge  of  your  success  by  the 
same  two  tests. 


96.  Comparison. — Sometimes  the  best  way  to  make  the 
thought  clear  is  to  develop  by  a  comparison.  If  the  compari- 
son is  with  something  quite  familiar  to  the  reader,  the  thought 
which  the  writer  desired  to  explain  becomes  clear  and  firm. 
The  reader  feels  at  home  with  it. 

In  this  paragraph,  note  the  means  taken  by  the  writer  to 
explain  to  you  how  to  make  a  letter  clear. 

Carrying  a  reader  along  from  idea  to  idea  and  from  argument  to 
argument  is  like  walking  up  a  flight  of  stairs.  If  the  reader's  legs 
are  not  long  enough  to  take  big  steps,  we  must  make  each  step  short. 
If  the  reader  is  familiar  with  everything  we  have  in  mind  and  wish  to 
say,  we  can  take  long  steps  and  high  ones  and  make  our  letter  short 
and  to  the  point.  If  every  writer  of  any  kind  of  business  letter 
would  size  up  his  reader  and  realize  the  reader's  position  and  mental 
limitations,  there  would  be  less  misunderstanding  and  less  cause  for 
complaint  and  adjustment  in  the  end. 

In  business  letters  the  parts  of  the  comparison  are  some- 
times put  in  separate  paragraphs.  The  object  used  for  the 
comparison  must  be  perfectly  familiar  to  the  class  of  business 
men  addressed,  or  it  will  confuse  instead  of  explain. 

There  was  a  time  when  typewriters  were  considered  valuable  on 
correspondence  only.  Today  they  are  being  used  in  billing  depart- 
ments, statistical  departments,  bookkeeping,  and  in  fact,  in  every 
place  where  figures  have  to  be  written. 

Some  customers  use  their  computing  machines  splendidly  in  one 
department,  when  they  would  be  just  as  valuable  in  the  billing,  in 
the  bookkeeping,  on  statistical  work,  or  on  pay-roll. 


DEVELOPING   IDEAS  FULLY  167 

Exercise  93 

1.  Plan  a  paragraph  in  which  you  note  the  points  of  likeness  or 
difference  between  two  objects.  (1)  What  is  your  purpose  in  the 
comparison?     (2)  Does  the  comparison  help  the  listener? 

(a)  Baseball  and  football. 

(b)  Telephoning  and  telegraphing. 

(c)  The  typewriter  and  the  printing  press. 

(d)  Department  store  and  ant-hill. 

(e)  A  factory  at  closing  time  and  a  beehive. 

(f)  A  business  letter  and  a  personal  representative  of  the  firm. 

(g)  Talking  with  an  angry  customer  and  pouring  oil  on  troubled 

waters, 
(h)  The  aeroplane  and  a  bird. 

2.  Deliver  the  address.  Let  a  classmate  report  on  the  two  ques- 
tions in  paragraph  1.  He  may  also  review  the  sentences  to  see  if 
you  have  used  parallel  structure  (see  pages  52-53)  where  it  would 
make  the  sentence  clearer  and  stronger. 

3.  Write  out  another  paragraph,  benefiting  from  the  class  criticism. 


97.  Contrast. — What  is  the  difference  between  compari- 
son and  contrast?  What  is  the  value  of  contrast  in  making- 
clear  an  idea?  How  is  the  method  used  in  the  following 
paragraph? 

The  salesman  will  frequently  meet  the  good-natured,  genial  sort 
of  buyer  who  is  friendly  and  well  disposed  to  all  the  world.  A  cus- 
tomer of  this  sort  will  grant  an  interview,  if  he  has  any  time,  even 
though  he  may  not  know  the  salesman.  He  is  quite  unlike  the  cold 
and  critical  purchasing  agent,  who  acts  much  differently.  His 
usual  greeting  is  curt  and  abrupt.  "Well,  what  do  you  want?" 
or,  "I  have  little  time  to  spare — be  quick,"  he  may  snap  out. 
Though  the  first,  in  the  natural  friendliness  of  his  disposition,  greets 
everyone  cordially,  his  practical  business  sense  causes  him  to  drive 


168       EFFECTIVE  BUSINESS  COMMUNICATION 

a  keen  bargain.  If  he  cannot  at  first  be  convinced  that  the  offer  is  a 
timely  one,  he  maj^  be  won  in  the  end  if  the  salesman  cultivates 
friendly  relations.  With  the  second,  who  usually  avoids  making 
any  favorable  comment  when  samples  or  catalogues  are  displayed, 
the  salesman  should  go  straight  to  the  point,  talking  earnestly  but 
without  any  open  expression  of  enthusiasm.  He  will  succeed  best 
by  a  reasoned  appeal  to  the  motive  of  profit.  If  he  is  not  shaken 
by  the  customer's  indifference,  his  earnest  belief  in  the  merits  of  the 
offer  will  insensibly  produce  an  effect. 

Can  you  sum  up  the  contrast  in  a  single  sentence? 

Note  the  difference  in  paragraphing  in  the  following  part 
of  a  business  letter.  What  methods  are  used  in  developing 
the  idea?    Sum  it  all  up  in  a  single  sentence. 

Some  conveyor  belts  wear  off  on  the  edges,  where  the  belt  comes 
in  contact  with  the  guide  pulleys.  When  the  edges  wear  off,  espe- 
cially where  belts  ai'e  used  under  w^et  conditions,  the  plies  separate 
and  a  belt  that  ought  to  have  lots  of  service  left  in  it  is  thrown  on 
the  scrap  heap  from  no  other  cause  than  ply  separation. 

We  have  overcome  ply  separation  and  wearing  at  edges,  in  our 
Extra  Duty  Conveyor  Belting.  Extra  Duty  is  a  high  grade  of  con- 
veyor belt.  It  has  a  tenacious  friction,  which  holds  the  plies  to- 
gether, and  has  a  patented  cushion  edge  to  prevent  the  guide  pulleys 
from  wearing  the  edges  of  the.belt. 

The  rubber  facing  is  tough,  resilient,  white  cover  stock  that  resists 
the  abrasions  of  material  conveyed.  The  white  rubber  facing,  like 
the  rubber  covering  on  an  automobile  tire,  protects  the  fabric  and 
resists  the  action  of  materials  conveyed. 

Contrast  is  one  of  the  commonest  methods  in  business 
writing  that  attempts  to  sell.  A  contrast  that  brings  home 
the  merits  of  an  article  as  compared  with  its  competitors  has 
particular  weight  with  men  in  business,  who  are  always 
balancing  advantages  and  disadvantages. 


DEVELOPING  IDEAS  FULLY  169 

Exercise  94 

1.  Outline  a  paragraph  on  one  of  the  following  contrasts.  (1) 
What  is  your  purpose  in  the  contrast?  (2)  Are  the  points  of  con- 
trast chosen  and  developed  so  as  to  make  your  thought  clear? 

(a)  A  business  street  at  noon  and  at  night. 

(b)  The  automobile  truck  and  the  horse-drawn  dray. 

(c)  The  Democratic  and  the  Republican  parties, 
(d)-  Dressmaking  by  pattern  and  by  measure. 

(e)  Summer  hats  and  winter  hats. 

(f)  A  bargain  sale  and  daily  sales. 

(g)  Mountain  climbing  and  swimming  as  exercises, 
(h)  The  life  of  a  farmer  and  a  storekeeper. 

(i)    Movies  and  reading  as  recreation, 
(j)    Office  work  and  school  work. 

2.  Deliver  the  address  outlined.  Let  one  of  your  classmates 
answer  the  two  questions  in  (l). 

3.  Write  out  another  paragraph,  taking  advantage  of  any  class 
discussion.  Let  a  classmate  consider  whether  you  have  placed  your 
correlatives  properly.     (See  §  187.) 


CHAPTER  XVI 
SOCIAL  AND  OFFICIAL  CORRESPONDENCE 

98.  Friendly  Letters.— When  you  come  to  write  letters  to 
your  friends,  you  will  need  to  remember  most  of  the  points 
about  the  form  of  business  letters,  but  you  should  write  with 
an  entirely  different  purpose.  Let  us  look  at  a  specimen 
letter  (see  page  171). 

Compare  the  letter  with  the  business  letter  on  page  106. 
Has  it  the  "parts"  described  on  pages  109-122?  Are  they 
arranged  in  the  same  way?  What  is  the  difference  in  purpose 
of  the  two  letters?    How  does  that  affect  the  form? 

99.  The  Paper  and  "  Parts."— There  is  no  such  uni- 
formity in  friendly  correspondence  as  there  is  in  business 
letters.  The  paper  is  of  various  sizes,  and  for  women  is  often 
tinted.  Men  use  most  commonly  a  white  bond.  In  nearly  all 
forms  the  paper  is  a  folded  sheet.  Where  the  message  covers 
only  one  page,  the  fold  is  frequently  kept  at  the  right.  If  it 
covers  two  pages,  the  fold  is  kept  at  the  left,  and  the  writing 
may  be  placed  on  the  first  and  third  pages.  If  the  letter  is 
longer,  it  will  be  less  confusing  to  the  reader  if  you  write  on 
consecutive  pages.  As  different  writers  follow  many  different 
orders,  you  may  help  further  by  numbering  the  pages.  When 
the  letter  is  complete,  the  paper  is  folded  by  bringing  the 
bottom  to  the  top  and  creasing  with  the  thumb.  When  you 
put  the  letter  in  the  envelope  you  should  insert  this  fold  first. 
The  return  address  on  the  envelope,  instead  of  being  placed 
in  the  upper  left-hand  corner,  is  now  often  written  on  the 

170 


Ujlajr  ^icJC, 


^cL>  ci-viy 


ypuA'  aul^  cw^ixlr  ihji.  ^^M^iyf' 4iyrt^  ^wt^  dicuL  uriov^h  ■Sto 
tcUdu/yUo  ihA/itU-  Oru^ruitla  "To  TnztJjLy /J'^  (Xal^^  ■Ttvu  a^'piyuZtrrUyviyl- 

imui  fbulj.  Mm^  tn/ui.  AAic  ^  aoi-  ihz.  ■xroyiuia-^  oM,/^  p^a.cv', 
tfUnL.    (O/OiAy  uroMU;  ymcLAjLj,  tibkeA.  ovu-  Ou/iour-  SvKyf-.    3  ■aSh  "Trta/uo/K, 

AJO  ^tu.  yUJj   fhZ,  4vaJ~    to    tin  MozLh    a/t^^dO  /itCUcLu^   fhJL^  ^P''^^  '^^^^ 

}kAn.  om^  AoA/vUttk.  d»i^  ?  Jyn^ /yLty^J-,  Q^  "^njt  a£t  tJu,  -Ttuoa 
iKaJr /a  Qfi^9- 


171 


172       EFFECTIVE  BUSINESS  COMMUNICATION 

flap.  The  return  address  should  not  be  omitted,  for  it  is  just 
as  necessary  as  in  business  letters  to  insure  the  return  of  the 
letter  to  you  in  case  of  misdirection. 

The  heading  should  never  be  omitted  from  even  the  most 
intimate  correspondence.  If  the  return  address  on  the  en- 
velope should  be  forgotten,  the  heading  would  be  necessary 
for  returning  the  letter  to  the  writer  in  case  it  had  been 
misdirected.  The  slant  system  for  all  parts  is  almost  uni- 
versally followed  in  pen-written  letters.  The  lines  may  be 
followed  by  punctuation  or  not,  as  you  please.  The  in- 
side address  is  in  all  friendly  correspondence  placed  in  the 
lower  left-hand  corner  just  after  the  signature.  The  saluta- 
tion varies  with  the  intimacy  of  the  correspondents.  The 
most  formal  is  My  dear  Mr.  Thome.  Less  formal  would  be 
Dear  Mr.  Thome,  Dear  Thome,  My  dear  John,  Dear  John, 
Dear  Jack.  The  comma  is  the  less  formal  way  of  punctuating 
the  salutation.  The  complimentary  close  varies  in  the  same 
way.  Faithfully  yours,  or  Sincerely  yours,  seems  not  so  inti- 
mate as  Cordially,  which  in  turn  is  not  so  warm  as  Affection- 
ately or  Lovingly.  The  yours  should  not  be  omitted.  If  you 
write  the  full  sentence,  /  am  sincerely  yours,  you  can  easily  see 
why.  The  yours  after  am  refers  back  to  /.  Sincerely  is  an  ad- 
verb and  modifies  yours,  which  is  as  grammatically  essential 
here  as  in  business  correspondence.  The  signature  in  the  same 
manner  indicates  the  familiarity  or  intimacy  of  the  writer. 

The  body  of  the  friendly  letter  is  markedly  different  from 
the  body  of  the  business  letter.  The  business  correspondent 
wishes  to  produce  some  action;  that  is,  he  tries  to  get  his 
reader  to  do  something.  A  friendly  correspondent  expresses 
his  own  personality,  by  giving  his  own  experiences,  thoughts, 
and  feelings.  He  is,  in  short,  visiting  by  mail.  His  language 
may  be  very  informal,  even  chatty,  and  he  may  write  at  as 


SOCIAL  AND  OFFICIAL  CORRESPONDENCE     173 

great  length  as  he  pleases  so  long  as  he  is  sure  of  interesting 
his  friend. 

When  you  write  a  friendly  letter,  make  it  as  interesting 
as  you  are. 


Exercise  95 


1.  One  of  your  school  friends  is  now  at  home  in  a  small  town  near 
your  home  after  two  weeks  in  the  hospital  with  a  broken  leg.  Write 
him  of  the  events  in  school  that  would  interest  him.  Make  sure 
that  all  the  "parts"  of  the  letter  are  correct  and  that  each  page  has 
neat  margins  on  both  sides  and  a  space  at  top  and  bottom  that 
will  be  pleasing  to  the  eye.  Enclose  it  in  an  envelope  that  is  fully 
directed. 

2.  Exchange  with  a  classmate  the  letters  written  for  the  assign- 
ment above.  Let  him  write  out  a  sentence  or  two  of  criticism  on 
each  part.  You  and  he  can  then  talk  over  each  point  and  decide 
who  is  right. 

3.  Suppose  you  are  the  Richard  White  on  page  171.  Write  a 
reply  to  George's  letter.  What  subjects  will  interest  him?  Have 
you  every  part  correct?    Again  secure  the  assistance  of  a  classmate. 

Exercise  96 — Oral 

Let  the  class  elect  or  ask  the  teacher  to  appoint  a  committee  of 
two  or  three  to  visit  the  post-office  and  learn  every  stage  from  the 
time  the  letter  leaves  your  hands  until  it  reaches  your  friend. 
The  teacher  can  probably  pave  the  way  for  this  visit,  but  you  can 
make  it  profitable  only  by  drawing  up  a  list  of  questions  beforehand. 
Let  the  committee  make  a  report  to  the  class. 

Exercise  97 

1.  Pretend  that  you  are  spending  the  summer  at  the  seashore  or 
in  the  mountains  or  at  some  place  of  which  you  have  read.    Write 


174       EFFECTIVE  BUSINESS  COMMUNICATION 

to  a  classmate  an  interesting  account  of  some  of  your  experiences. 
When  you  have  completed  it,  reread  it  aloud  and  answer  these 
questions : 

(a)  Does  it  sound  like  you? 

(b)  Does  it  give  a  good  impression  of  what  you  think  and  feel? 

2.  Exchange  letters  with  a  classmate.  Let  him  write  out  a 
criticism  of  your  letter  in  answer  to  the  questions  above,  and  also 
with  regard  to  its  "parts."  As  a  result  of  his  criticism  you  may 
wish  to  rewrite  this  first  version  before  handing  the  letter  to  the 
teacher. 

3.  You  have  spent  a  holiday  with  your  grandparents  or  with  the 
parents  of  a  classmate.  Write  what  is  called  "  a  bread-and-butter" 
letter,  thanking  them  for  the  good  time  they  have  provided  you. 
What  were  the  most  enjoyable  features?  How  can  you  show  that 
you  genuinely  enjoyed  the  holiday? 

4.  Let  a  classmate  write  out  his  opinion  of  the  "bread-and- 
butter"  letter,  adding  whether  he  would  feel  like  entertaining  you 
again. 

5.  Write  to  a  cousin  or  an  uncle  or  an  aunt  about  an  entertain- 
ment of  some  kind  that  you  organized  or  took  part  in. 

6.  Let  a  classmate  write  a  criticism,  adding  whether  you  really 
interested  him. 


*100.  Informal  Notes.— 

(1) 

Dear  Jack, 

How  is  the  week  passing  with  you?  We're  going  out  to  Gun  Hill 
on  Saturday  evening.  The  moon  will  be  full.  There  will  be  two 
bob-sleds.  There  is  room  in  one  of  the  sleighs  for  you.  Are  you 
with  us? 

Yours, 
Helen 
1213  River  Road 
Wednesday 


SOCIAL  AND  OFFICIAL  CORRESPONDENCE     175 

(2) 

1  Highland  Park  Avenue 
December  twenty-eight 
Dear  Helen, 

I  am  very  sorry  I  forgot  to  tell  you  that  Uncle  Ned  and  I  last 
week  completed  all  the  arrangements  for  a  hunting  trip  on  Friday 
and  Saturday.     No  matter  how  much  fun  the  hunting  provides,  it 
will  not  be  easy  to  miss  the  sledding. 
I  shall  want  to  learn  all  about  it  as  soon  as  I  see  you. 

Sincerely  yours. 
Jack 

(3) 
My  dear  Mrs.  Dudley, 

Will  you  and  Dr.  Dudley  give  us  the  pleasure  of  your  company 
at  dinner  on  Fridaj^,  November  tenth,  at  half-past  seven? 

Sincerely  yours, 
Phoebe  Imbrie 
21  Enid  Terrace 

(4) 

My  dear  ]\Irs.  Imbrie, 

Dr.  Dudley  and  I  shall  be  glad  to  dine  with  you  on  Friday, 
November  tenth,  at  half-past  seven. 

Very  sincerely  yours, 
Florence  Dudley 
Ten  Afton  Boulevard 

(5) 

T.  E.  Ranch 

Wiwurna,  Wyoming 
July  10,  1920 
Dear  Edith, 

That  was  a  very  lucky  choice  you  made  for  my  reading  on  the  way 
out.  How  could  you  possibly  know  that  I  had  never  read  "The 
Harbor"?     I  finished  it  as  we  were  nearing  Cody. 


176       EFFECTIVE  BUSINESS  COMMUNICATION 

The  story  of  the  hero's  boyhood  is  so  real  that  I  don't  believe  it's 
fiction  at  all.  The  story  of  the  strike  is  so  graphic  that  I  felt  I  had 
lived  through  it,  and  yet  found  more  meaning  in  it  than  I  should 
have  found  in  the  actual  experience.  You  have  demonstrated 
again  your  happy  gift  of  fitting  your  deeds  to  the  taste  of  each  of 
your  friends. 

As  I  laid  down  the  book,  I  thought  of  how  delightful  you  had  made 
my  long  trip.  Your  alert  but  kindly  intellect  is  a  blessing  to  all 
about  you. 

Very  sincerely  yours, 
Mary 
Mrs.  Edith  Graves 
Riverton,  New  Jersey 

(6) 

Ellwood,  Wisconsin 
December  11,  1920 
Dear  Jane, 

Mary  writes  that  you  are  the  first  member  of  the  family  to  be 
made  president.  The  Senior  Class  of  the  Endicott  High  School 
must  be  made  up  of  very  discriminating  girls.  I  am  sure  you  will 
preside  with  unruffled  dignity  and  that  wisdom  will  dictate  all  your 
policies. 

I  congratulate  you  heartily  on  your  attaining  the  highest  honor 
which  your  classmates  can  confer  upon  you.  May  the  faculty  like- 
wise reward  your  merits. 

Your  cousin, 
Eugene 
Miss  Jane  Elder 
Endicott,  Wisconsin 

(7) 

1119  Heather  Lane 
June  1,  1920 
My  dear  Randolph, 

The  death  of  your  mother  was  a  sad  shock  to  us.  We  were  just 
rejoicing  over  her  recovery  from  the  influenza  when  the  news  came. 


SOCIAL  AND  OFFICIAL  CORRESPONDENCE     177 

Her  loving  kindness  and  utter  unselfishness  have  always  made  her 
dear  to  every  member  of  the  family  alike. 

But  you  will  not  forget  that  we  shall  watch  you  go  on  through 
college  and  life  in  the  manly  way  she  would  have  wanted  you  to 
follow.  We  as  well  as  you  will  feel  her  presence  like  a  guiding  angel 
along  our  footpaths.  Everyone  who  knew  her  will  forevermore  be 
better  because  she  lived. 

Your  loving 
Aunt  Christabel 

How  do  these  differ  from  friendly  letters?  What  is  the 
purpose  of  each?  Which  are  invitations?  Which  accepts? 
Which  regrets  inability  to  accept?  Which  expresses  thanks, 
congratulation,  condolence?  What  is  the  difference  in  for- 
mality. How  do  they  differ  in  arrangement  of  parts?  Does 
the  arrangement  suit  the  purpose  and  tone?  Why  is  the 
name  of  the  city  sometimes  omitted?  (See  letters  1-4.) 
Under  what  circumstances  is  the  day  of  the  week  a  sufficient 
date?  (See  letter  1 .)  When  is  the  date  put  in  the  body  of  the 
letter?  (See  letters  3  and  4.)  Why  is  an  informal  reply 
modeled  on  the  invitation? 

Make  your  informal  notes  suit  the  occasion. 


Exercise  98 


1.  Invite  a  friend  to  your  home  some  evening  to  pop  corn  or  make 
candy.    Which  example  comes  nearest  your  situation? 

2.  Reply  to  the  invitation,  accepting  it. 

3.  Reply  to  the  invitation,  explaining  that  on  that  evening  you  are 
to  practice  with  the  school  glee  club. 

4.  Your  mother  is  inviting  two  or  three  couples  in  to  dinner. 
Write  an  invitation  for  one  of  them  in  her  name. 

5.  Accept  the  invitation  for  one  of  the  families. 

6.  Decline  the  invitation  for  another. 


178       EFFECTIVE  BUSINESS  COMMUNICATION 
Exercise  99 

In  these  letters  assume  that  you  are  now  a  business  man  or  woman. 
What  is  the  best  form  for  the  letter  in  each  case? 

1.  You  are  in  Chicago.  A  friend  from  Mississippi  is  staying  at 
the  Blackstone  for  a  few  days.  Not  being  able  to  reach  him  by 
telephone,  you  write  him  an  invitation  to  take  lunch  with  you  at  the 
City  Club. 

2.  Write  his  acceptance. 

3.  One  of  your  friends  was  injured  in  a  street-car  accident.  You 
cannot  call  him  up  at  the  hospital,  but  you  write  him  of  your  sym- 
pathy and  promise  to  call  on  him  soon. 

4.  Write  the  letter  the  patient  would  dictate,  thanking  him  for 
flowers  and  his  letter. 

5.  A  friend  of  yours  has  been  made  president  of  the  City  Club. 
Congratulate  him. 


101.  Formal  Notes. — Formal  notes  are  used  only  for 
ceremonious  occasions  where  many  persons  only  slightly  ac- 
quainted with  each  other  are  to  gather.  The  message  is 
always  couched  in  the  third  person,  and  as  it  is  usually  en- 
graved or  printed,  the  lines  are  arranged  in  balance  or  other 
symmetrical  design. 

Colonel  and  Mrs.  Dallas  Thompson 

request  the  pleasure  of 

Mr.  London  Napier's 

company  at  dinner 

on  Tuesday  Evening,  December  first 

at  eight  o'clock 

Seventy  Riverside  Drive 

November  twenty-fifth 

Invitations  to  receptions  and  church  weddings  need  not  be 
answered.    The  reply  to  a  dinner  invitation  should  be  sent 


SOCIAL  AND  OFFICIAL  CORRESPONDENCE     179 

within  twenty-four  hours.  It  should  follow  the  form  and  the 
phrasing  of  the  original  as  nearly  as  possible.  It  must  be  in 
the  third  person  throughout. 

Mr.  Napier  accepts  with  much  pleasure  the  kind  invitation  of 
Colonel  and  Mrs.  Dallas  Thompson  for  Tuesday  evening,  December 
first,  at  eight  o'clock. 
27  Bedford  Parkway 

November  twenty-sixth 

Mr.  Napier  regrets  that  a  previous  engagement  prevents  his  accep- 
tance of  the  kind  invitation  of  Colonel  and  Mrs.  Dallas  Thompson 
for  Tuesday  evening,  December  first. 
27  Bedford  Parkway 

November  twenty-sixth 


Exercise  100 

1.  Bring  in  a  list  of  six  different  occasions  on  which  a  formal  invi- 
tation should  be  used. 

2.  After  class  discussion,  write  as  many  of  the  invitations  and 
replies  as  your  teacher  may  direct. 


102.  Official  Letters. — In  business  life  there  are  numerous 
occasions  when  letters  are  addressed  to  officers  of  the  govern- 
ment, of  a  society,  or  of  an  institution  and  when  no  question 
of  profit  or  loss  enters.  Such  "official  letters"  are  frequently 
written  on  special  stationery,  folded  like  social  letter-paper, 
but  with  the  address  of  the  writer  or  his  name  embossed  or 
stamped  on  the  last  page;  that  is,  with  the  fold  to  the  right. 
The  message,  if  it  should  prove  long,  must  of  course  extend 
to  one  of  the  inside  pages. 

The  inside  address  is  always  written  at  the  left-hand  side 
at  the  end  of  the  letter.    The  salutation  is  always  Sir.    The 


180       EFFECTIVE  BUSINESS  COMMUNICATION 

complimentary  close  is  Respectfully  yours  or  Very  respectfully 
yours.  There  should  be  no  abbreviations  anywhere.  Great 
care  should  be  used  with  the  titles  of  the  person  addressed. 
The  President  is  addressed  as  The  President;  a  governor  as 
His  Excellency  the  Governor;  a  mayor  as  His  Honor  the  Mayor. 
Honorable  is  applied  to  other  government  officers. 

THE  AMERICAN  LEGION 

519  Coyote  Street 
Cheyenne,  V,'yomlng 
October  2.  1930 

Sir: 

The  American  Legion  of  this  city  is  planning  a  celebra- 
tion of  the  signing  of  the  Armistice  on  November  11,  in  the 
City  Hall.  Will  you  do  us  the  \/ery  great  honor  of  addressing 
the  meeting  at  eight  o'clock  in  the  evening?  Not  only  the 
Legion  but  all  other  citizens  of  Cheyenne  feel  that  no  other 
speaker  could  give  proper  dignity  to  the  occasion. 

Very  respectfully  youre, 
Henry  L.  Ogden 
President 

His  Excellency  the  Governor 
The  Executive  Mansion 
Cheyenne 


Exercise  101 

1.  Write  to  the  mayor  of  your  city,  requesting  his  presence  at 
some  meeting  of  public  interest. 

2.  Write  his  reph'. 

3.  Write  to  your  representative  in  Congress  urging  upon  his  at- 
tention some  matter  of  national  interest  on  which  your  section  has 
convictions. 

4.  Write  to  the  president  of  your  state  university  expressing  the 
request  of  a  mass  meeting  that  university  extension  lectures  be  es- 
tablished in  your  town. 

5.  As  auditor,  write  to  the  president  the  letter  with  which  you 
present  your  report  of  the  condition  of  the  Orono  Company. 


SOCIAL  AND  OFFICIAL  CORRESPONDENCE     181 

6.  As  secretary,  write  a  letter  of  thanks  to  the  governor  or  some 
other  speaker  who  has  addressed  the  City  Club. 

Exercise  102— Oral 

1.  You  can  probably  form  with  ease  a  large  collection  of  friendly 
letters  and  informal  notes,  and  possibly  some  examples  of  formal 
invitations  and  official  letters.  Bring  to  class  the  best  examples  of 
each  kind,  read  them,  and  indicate  their  good  points. 

2.  Consult  some  printed  collection  of  friendly  correspondence. 
Find  the  best  examples  of  each  type  of  letter.  Read  them  to  the 
class  with  comments. 

3.  The  best  way  to  gain  practice  in  writing  friendly  letters  is  to 
correspond  with  the  members  of  some  other  class  or  school.  English 
classes  have  corresponded  with  schools  in  England  and  Australia, 
and  French  classes  here  have  written  to  pupils  in  French  schools. 
The  replies  are  often  much  more  interesting  even  than  was  expected. 
Particularly  interesting  letters  or  passages  may  be  read  aloud  to  the 
class,  with  comments. 


CHAPTER  XVII 
DEVELOPING  IDEAS  CLEARLY 

103.  Unity. — You  have  already  seen  that  to  get  your 
thought  before  other  people  you  must  proceed  a  step  at  a 
time,  and  that  you  must  develop  each  step  fully  enough  to 
be  quite  clear.  In  developing  thoughts,  unless  you  plan  very 
carefully  beforehand,  you  are  almost  certain  to  mix  up  ideas 
that  should  be  separate,  or  to  introduce  statements  that  do 
not  help  the  reader  to  see  your  point. 

In  the  following  paragraph  can  you  easily  sum  up  the 
thought  in  a  sentence?  Is  the  order  of  topics  clear?  What 
has  the  fourth  sentence,  "  We  hear  a  lot,  etc., "  to  do  with  the 
topic? 

You  won't  frighten  your  correspondents  if  you  place  this  course 
before  them.  It  is  comprised  in  a  series  of  five  books.  Five  short, 
compact  Uttle  volumes  called  "Knacks  of  Selling."  This  course  is 
teachable  and  it  really  does  teach  by  telling  stories.  It  sugar-coats 
a  whole  lot  of  psychology.  We  hear  a  lot  about  the  psychology  of 
selling  and  advertising.  This  course  starts  by  discussing  the  mo- 
tives that  underlie  a  sale.  Out  of  the  experience  of  the  salesmen 
from  whom  the  incidents  have  been  gleaned,  "Knacks  of  SeUing" 
tells  the  writer-salesman  [correspondent]  that  there  are  five  motives 
that  impel  people  to  purchase,  and  that  one  or  more  of  the  motives 
may  account  for  every  sale  that  is  made.  These  motives  are :  gain 
of  money,  gain  of  utility,  satisfaction  of  pride,  satisfaction  of  cau- 
tion, and  yielding  to  weakness.  Your  men  can  carry  these  little 
volumes  in  an  inside  pocket  and  read  them  without  knowing  they  are 
doing  any  studying.  They  will  really  start  to  think  without  realiz- 
ing it.    He  gets  psychology  but  does  not  get  it  under  that  name. 

182 


DEVELOPING  IDEAS  CLEARLY  183 

He  is  learning  about  salesmanship  but  not  under  the  name  of  sales- 
manship. 

In  the  rewritten  form  that  follows,  we  see  that  the  speaker 
had  two  subjects  in  mind.  He  wished  to  tell  (1)  how  the 
course  taught  salesmanship  and  (2)  what  it  taught.  That  is, 
the  form  above  violates  unity,  which  requires  that  we  talk  or 
write  about  one  thing  at  a  time. 

You  won't  frighten  your  correspondents  if  you  place  this  course 
before  them.  It  is  comprised  in  a  series  of  five  books,  five  short, 
compact  little  volumes  called  "Knacks  of  Selling."  Your  men  can 
carry  these  little  volumes  in  an  inside  pocket  and  read  them  without 
knowing  they  are  doing  any  studying.  They  will  start  to  think 
without  realizing  it.  They  will  learn  about  salesmanship  but  not 
under  the  term  salesmanship.  They  will  get  psychology  but  they 
will  not  get  it  under  that  name. 

The  course,  in  fact,  sugar-coats  a  whole  lot  of  psychology.  It 
starts  by  discussing  the  motives  that  underlie  a  sale.  Out  of  the 
experience  of  the  salesmen  from  whom  the  incidents  have  been 
gleaned,  "Knacks  of  Selling"  tells  the  writer-salesman  [correspond- 
ent] that  there  are  five  motives  that  impel  people  to  purchase,  and 
that  one  or  more  of  these  motives  may  account  for  every  sale  that  is 
made.  These  motives  are :  gain  of  money,  gain  of  utility,  satisfac- 
tion of  pride,  satisfaction  of  caution,  and  yielding  to  weakness. 

Develop  one  step  of  your  thought  at  a  time. 


Exercise  103 

1.  On  one  of  the  following  topic  sentences  deliver  to  the  class  an 
address  which  shall  hold  as  closely  to  the  topic  as  possible.  One  of 
your  classmates  will  tell  (1)  at  what  point  in  your  speech  he  knew 
what  you  were  going  to  talk  about,  and  (2)  whether  you  made  state- 
ments that  did  not  help  him  to  understand  the  topic. 

(a)  Going  shopping  with  mother  is  an  education. 

(b)  Looking  for  a  job  is  very  wearisome. 


184       EFFECTIVE  BUSINESS  COMMUNICATION 

(c)  Boys  should  be  interested  in  business  books. 

(d)  There  are  good  movies  as  well  as  bad  ones. 

(e)  Our  fire  drill  came  as  a  surprise. 

(f )  The  store  window  at  the  corner  attracted  my  eye. 

(g)  We  are  never  in  a  hurry  when  go'n^  home  from  school, 
(h)  Only  part  of  the  daily  paper  interests  me. 

(i)    I  seem  never  to  complete  all  my  little  duties  at  home, 
(j)    The  shops  near  my  home  supply  nearlj'  all  our  needs. 

2.  As  a  result  of  the  criticism  write  out  the  paragraph  so  that  it 
shall  not  violate  unity.  Let  a  classmate  consider  whether  any  of 
your  sentences  lack  unity  (see  pages  32-37). 


104.  Coherence  by  Arrangement. — It  is  not  sufficient 
that  your  reader  never  be  puzzled  with  statements  that  do 
not  develop  j^our  thought.  He  must  also  be  able  to  follow 
3^our  thought  easily.  Business  men  have  no  time  to  puzzle 
over  statements.  If  your  letter  is  not  clear,  it  may  be  thrown 
into  the  waste  basket. 

To  make  sure  that  he  can  follow  your  thought  easily,  take 
pains  to  plan  it  carefully.  Choose  some  order  of  arrangement, 
and  stick  to  it.  If  you  wish  to  follow  the  order  of  time  (see 
page  160),  be  sure  you  do  not  vary  from  it.  If  you  wish  to 
reach  a  climax  (see  page  162),  think  out  the  steps  carefully. 
Often  you  will  wish  to  follow  a  purely  logical  order.  The 
order  best  adapted  to  business  may  be  called  deductive: 
begin  with  the  general  statement  which  your  reader  is  chiefly 
interested  in,  and  follow  it  with  the  statements  which  support 
or  establish  it.  When  you  are  on  doubtful  ground,  and  wish 
to  present  the  reasons  convincingly  before  you  state  the  con- 
clusion, the  reverse  order  may  be  followed.  But  most  busi- 
ness men  wish  to  learn  at  once  the  gist  of  a  matter. 


DEVELOPING  IDEAS  CLEARLY  185 

Exercise  104 

1.  Outline  the  paragraphs  on  pages  186-187.    Which  order  is 
followed  in  each?     Is  it  always  natural  and  easy  to  follow? 

2.  Which  would  be  the  best  order  with  each  of  the  following  sub- 
jects?    Draw  up  an  outline  to  show  why  you  think  so. 

(a)  How  to  open  an  account  at  a  bank. 

(b)  A  place  where  I  should  like  to  live. 

(c)'  Why  I  like  to  read  or  to  go  to  the  movies, 
(d)  A  plea  to  your  father  to  let  you  go  on  a  class  picnic  on  a  river, 
to  be  gone  all  day. 


105.  Coherence  by  Connectives. — In  addition  to  arrange- 
ment, you  can  employ  connectives  to  help  the  reader  follow 
your  thought.  Familiarize  yourself  with  these  connectives 
by  looking  up  the  exact  meaning  of  each  in  the  dictionary, 
and  then  try  to  use  them  whenever  you  have  need. 

1 .  To  indicate  that  the  thought  to  come  is  of  the  same  kind 
as  the  thought  just  closed:  also,  and,  besides,  further,  further- 
more, in  addition,  likewise,  moreover.  You  will  often  be  able 
to  use  adjectives,  as,  another,  a  second,  a  similar,  a  third,  and 
so  on. 

2.  To  indicate  contrast:  and  yet,  but,  however,  on  the  one 
hand,  on  the  other  hand,  nevertheless,  only,  still,  whereas,  yet. 

3.  To  indicate  an  alternative:  else,  not,  or,  otherwise. 

4.  To  indicate  result:  accordingly,  consequently,  hence, 
therefore,  wherefore. 

106.  Coherence  by  Construction. — Besides  using  con- 
nectives, you  can  increase  the  ease  with  which  your  reader 
follows  your  thought  if  you  will  keep  to  the  same  sentence 
structure  within  the  paragraph.  Observe  the  difference  in 
the  two  versions  of  the  following  paragraph.  (1)  How  is  the 


186       EFFECTIVE  BUSINESS  COMMUNICATION 

same  sentence  structure  adhered  to?  Note  the  second  and 
third  sentences  of  the  second  quotation.  (2)  How  is  the  order 
of  the  ideas  improved?  (3)  What  violation  of  unity  is  also 
eHminated? 

1.  No  salesman  knows  when  he  starts  out  Monday  morning  what 
the  week  will  bring  forth,  but  if  his  desire  for  success  comes  from  the 
back-bone  instead  of  the  wish-bone,  you  cannot  stop  him.  He  will 
have  accomplished  maximum  results  Saturday  night.  You  may 
have  every  other  good  quality  under  the  sun,  but  your  success  will 
be  retarded  without  back-bone. 

Back-bone  will  gain  you  the  dealer's  respect;  it  is  the  outgrowth 
of  determination  and  is  the  ability  to  never  give  up,  no  matter  how 
hard  the  task. 

2.  No  salesman,  when  he  starts  out  Monday  morning,  knows 
what  the  week  will  bring  forth,  but  if  his  desire  for  success  comes 
from  the  back-bone  instead  of  the  wish-bone,  you  cannot  stop  him. 
Back-bone  will  gain  him  the  dealer's  respect.  It  wilS  put  his  route 
in  the  million  class.  It  will  enable  him  to  beat  his  best  record.  By 
Saturday  night  he  will  have  accomplished  maximum  results. 

By  order,  connectives,  and  similar  construction  keep 
your  reader  on  the  track. 


Exercise  105 

1.  In  the  first  paragraph  below  note  the  underlined  expressions. 
They  are  the  connectives.  How  many  kinds  are  there?  How  does 
each  one  help? 

"If  you  forget  everything  else  in  this  little  talk,  keep  always  in 
mind  the  next  twenty-four  words:  Every  attractive  disvlaxj  of  a 
properly  advertised,  nationally  known  product  which  goes  into  your 
shoiv-ivindow  is  an  insurance  policy  against  the  loss  of  customers. 
I  will  explain  that  statement.  You  go  into  a  store  to  buy  a  hat. 
Two  styles  suit  you  equally  well.  You  take  a  look  at  the  name 
plates.  One  is  a  Stetson,  the  other  an  unknown  brand.  You  choose 
the  Stetson",  because  you  have  confidence  in  it.     Not  only  has  jt 


DEVELOPING  IDEAS  CLEARLY  187 

been  nationally  advertised,  but  it  has  been  properly  advertised. 
Stetson  advertising  has  carried  prestige  for  years.  Your  customers 
have  confidence  in  this  properly  advertised  merchandise.  When 
you  feature  these  articles  in  j^our  show-window,  their  confidence 
extends  automatically  to  you  and  your  store.  Retain  yoxw  cus- 
tomer's confidence  and  you  need  not  worry  about  retaining  your 
customer. 

"Having  considered  window  display  sales  from  all  other  angles, 
let  us  now  see  what  would  have  happened  had  you  chosen  to  feature 
the  Unknown  brand,  on  which,  we  will  contend,  the  profit  per  sale 
is  a  fraction  more.  You  would  have  more  profit  on  each  transaction. 
That  goes  without  saying.  But  j^our  volume  of  sales  would  have 
been  greatly  reduced.  You  would  have  lost  money  in  the  long  run. 
Let  me  tell  you  why.  Unknown,  or  little  known  merchandise  is 
never  presold.  There  is  no  existing  demand  for  it.  The  entire 
selling  burden  is  placed  upon  the  display.  And  that  is  asking  too 
much  of  a  show-window.  For  the  window  does  its  most  efficient 
work,  not  as  an  actual  seller  of  merchandise,  but  as  the  final  link, 
localizing  proper  national  advertising  in  a  proper  manner. 

"  I  have  already  outlined  a  few  of  the  difficulties  which  often  pre- 
vent the  window  display  from  making  immediate  sales.  But  when 
the  Unknown  brand  is  featured,  the  sales  must  be  immediate  or  not 
at  all.  The  show-window  is  the  only  sales  medium.  There  are  no 
supplementary  aids  or  reminders.  The  sale  is  made  or  lost  in  a 
moment.  And  finally,  the  display  of  the  Unknown  brand  has  no 
prestige-building  or  customer-insurance  value.  You  might  go  on 
featuring  unknown  brands  for  years,  and  gain  not  one  iota  of  cus- 
tomer confidence.  You  are  at  the  mercy  of  any  competitor  who 
chooses  to  display  and  feature  properly  advertised  merchandise." 

2.  Pick  out  the  different  means  of  connection  in  the  second  and 
third  paragraphs  immediately  above. 

Exercise  106 

1.  On  the  following  topics  write  paragraphs  in  which  you  make  a 
particular  effort  to  make  your  thought  clear  by  connectives  or 
similar  construction. 


188       EFFECTIVE  BUSINESS  COMMUNICATION 

(a)  How  to  make  a  hat  (or  a  dress,  or  a  cake). 

(b)  What  I  owe  my  parents  (or  my  school). 

(c)  Manners  in  the  lunchroom  (or  during  the  assembly  exercises, 

or  on  the  playground). 

(d)  What  I  admire  in  teachers  (or  schoolmates,  or  children). 

(e)  Judging  people  by  their  looks  (or  their  actions,  or  their 

language). 

(f)  How  wheat  (or  corn,  or  cotton)  is  grown. 

2.  Let  a  classmate  review  a  paragraph  to  see  if  you  have  in  your 
sentences  used  proper  subordination  (see  pages  38-40)? 

3.  Let  another  paragraph  be  reviewed  for  its  proper  use  of  con- 
junctions in  the  sentence  (see  §  189). 


107.  Emphasis. — You  wish  not  only  to  make  your 
thought  clear.  You  wish  to  impress  certain  parts  of  it  upon 
your  reader  or  hearer.  Now  in  the  paragraph  the  points  that 
attract  attention  are  the  beginning  and  the  end.  What  you 
wish  the  reader  to  remember  longest,  you  should  place  at  one 
of  these  tw^o  points.  Sometimes,  you  can  gain  particular 
emphasis  by  summing  up  the  paragraph  in  a  single,  short, 
final  sentence. 

In  business  letters  a  frequent  means  of  emphasis  is  the 
short  paragraph.  It  makes  the  thought  stand  out  distinctly. 
If  it  is  not  used  too  often,  it  will  prove  effective.  Note  its  use 
in  the  letter  on  the  following  page. 


Exercise  107 

1.  What  means  of  emphasis  is  employed  in  the  selections  on  pages 
160-168. 

2.  Bring  to  class  five  paragraphs  from  the  advertising  pages  of  a 
magazine  which  you  consider  skillful  in  emphasis.  Explain  to  the 
class  how  the  skill  appears. 


DEVELOPING  IDEAS  CLEARLY  189 

Here  la  a  sample  of  the  best  leather  substitute  for 
the  manufacture  of  gun,    fish  rod,    tackle  and  other  sporting 
goods  cases.      It   is  our  Leatheroid,   6900  Quality,   a  material 
much  stronger  und  more  durable  than  any  leather  that   la  compar- 
able in  price. 

We  want  you  to  note  the  toughness,  strength  and 
leatherlike  character  of  the  sampls.  Then  ask  us  for  prices 
and  a  working  sample  from  which  to  make  up  a  case.  Once  you 
have  done  this  and  figured  your  cost  we  know  you. will  decide 
to  push  a  complete  Leatheroid  llne>  because  these  facts  will 
be  very  evident: 

Leatheroid  cases  are  quite  as  attractive  as  leather. 
Their  appearance  is  identical   in  color,   grain  and  finish. 

Leatheroid  cases  are  water-proof,  affording  better 
protection  than  leather  cases  for  the  articles  contained. 

Leatheroid  cases  are  grease-proof,   stain-proof  and 
washable.     They  do  not   scuff  or  peel.     Their  beauty  Is 
permanent . 

Leatheroid  cases  can  be  sold  at  retail  at  a  price 
the  average  sportsman  can  easily  afford.  This  means  larger 
sales. 

The  patriotic  sportsman  prefers  Leatheroid  to 
leather,  which  he  knows  should  be  conserved  for  military  pur- 
poses. 

Leatheroid  cases  offer  a  better  profit  to  the  manu- 
facturer.  Jobber,   and  retailer  and  more  business  all  around. 

The  working  sample  of  Leatheroid  is  .free.  May  we 
send  It? 

Exercise  108 

1.  Outline  a  paragraph  on  one  of  the  following  topics. 

(a)  A  book  I  have  read  and  reread. 

(b)  Shopping  in  a  five-and-ten-cent  store. 

(c)  Where  do  the  fruits  on  a  fruit  stand  come  from? 

(d)  How  to  manage  or  edit  a  school  paper. 

(e)  A  cake-and-candy  sale. 

(f)  Using  the  telephone  to  order  groceries  or  notions. 

Let  a  classmate  report  on  what  matters  in  it  impressed  him  most. 
Were  they  the  statements  you  wished  to  emphasize? 

2.  Write  the  paragraph  out  so  as  to  make  use  of  the  class  criticism. 
A  classmate  may  review  it  to  see  if  the  sentences  are  emphatic  (see 
pages  59-63). 


190       EFFECTIVE  BUSINESS  COMMUNICATION 

108.  Connecting  Paragraphs. — Your  listener  or  reader 
must  follow  you  from  paragraph  to  paragraph,  just  as  he 
follows  you  from  sentence  to  sentence  within  the  paragraph. 
(Read  again  pages  184-186.)  He  must  see  immediately  the 
connection  in  idea  between  any  two  paragraphs.  You  can 
aid  him  with  what  are  called  transitional  expressions.  On 
pages  186,  187,  note  the  variety  of  such  expressions  as:  "If 
you  forget  everything  else  in  this  little  talk,  keep  always  in 
mind  the  next  twenty-four  words."  This  sentence  makes  a 
definite  reference  to  preceding  paragraphs  and  points  for- 
ward to  the  new  paragraph.  Every  perfect  transition 
should  do  both.  "Having  considered  window  display  sales 
from  all  other  angles,  let  us  now  see" — this  phrase  does  the 
same  two  things.  How  is  the  third  paragraph  on  page  187 
introduced? 

Note  in  the  letter  on  page  189  how  the  paragraphs  are 
bound  together  by  parallel  phrasing.  All  but  one  of  the  short 
paragraphs  begins  with  "Leatheroid  cases."  No  reader  can 
mistake  the  connection  in  thought. 


Exercise  109 

What  means  of  transition  between  paragraphs  are  employed 
in  the  following  letter? 

Slipping 

"There  is  one  thing  above  all  others  that  the  salesman  should 
guard  against,  and  that  is  slipping,  going  backward  not  necessarily 
in  volume  and  results,  but  in  the  productiveness  of  his  efforts. 

"Slipping  is  a  disease  of  the  imagination.  All  salesmen  are  ex- 
posed to  it.     Some  succumb,  others  see  its  pitfalls  and  overcome  it. 

"Some  of  the  symptoms  are  a  tendency  to  be  grouchy,  a  listless  or 
dissatisfied  attitude,  a  feeling  that  the  house  never  does  anything 


DEVELOPING  IDEAS  CLEARLY  191 

right,  a  disposition  to  ignore  the  small  dealer,  impatience,  an  abhor- 
rence for  answering  correspondence  and  handling  claims,  indiffer- 
ence to  the  specialty  man,  and  a  general  loss  of  morale. 

"  Some  of  the  causes  are  not  keeping  posted  on  the  line,  not  taking 
advantage  of  the  information  in  the  bulletin,  getting  the  impression 
that  you  have  nothing  more  to  learn  about  your  line,  being  on  the 
same  territory  too  long  and  not  having  enough  territory  to  occupy 
your  time  fully. 

"The  cure  is  to  admit  to  yourself  that  you  are  in  a  rut.  Don't 
be  discouraged  if  something  goes  wrong.  It's  part  of  the  business. 
Compare' the  number  of  orders  you  take  with  the  number  taken 
the  previous  week.  Keep  all  of  your  claims  filed  promptly.  An- 
swer correspondence  immediately.  Do  not  allow  your  work  to  drag. 
Keep  on  the  lookout  for  the  new  customer.  Familiarize  yourself 
with  every  product  you  have  to  sell. 

"It  is  easier  to  work  than  to  loaf.  Inoculate  your  mind  against 
this  disease  of  slipping." 

Exercise  110 

1.  In  the  daily  or  weekly  paper,  find  some  news  article  and  some 
editorial  that  employ  transitions  skillfully.  Which  is  the  more 
skillful?  Which  type  (the  news  story  or  the  editorial)  does  the  class 
find  to  be  more  skillful? 

2.  Bring  in  some  paragraphs  in  a  weekly  or  monthly  magazine 
where  transitions  are  skillful.  Are  magazines  more  skillful  than 
papers? 


CHAPTER  XVIII 
EXPLANATION 

109.  Planning  an  Explanation. — Can  you  guess  how  much 
of  speech  used  in  business,  or  for  that  matter  in  any  other 
part  of  our  hfe,  is  explanation?  More  than  half.  To  succeed 
in  the  effort  to  make  others  understand  a  matter  requires 
at  least  two  things.  You  must  first  understand  the  matter 
thoroughly  yourself.  If  the  blind  lead  the  blind,  will  they  not 
both  fall  into  the  ditch?  Secondly,  you  must  consider  how 
much  or  how  little  your  listener  already  knows.  You  will 
have  to  begin  with  the  matters  that  he  does  know.  Think 
over  fhe  points  that  will  have  to  be  made  clear.  Arrange 
them  in  an  order  that  he  can  easily  follow.  Be  careful  not 
only  to  make  every  step  clear  but  to  warn  him  when  you  ad- 
vance to  a  new  step.  Choose  your  words  so  that  they  will  be 
exact,  precise,  but  not  unfamiliar. 

In  preparing  any  talk,  you  should  jot  down  the  various 
topics  as  they  occur  to  you.  If  you  carry  a  memorandum 
book,  the  best  way  will  be  to  set  aside  a  page  for  your  subject. 
When  you  have  thus  collected  all  the  ideas  and  information 
you  think  you  need,  rearrange  the  topics  in  the  manner 
clearest  for  the  audience  or  listener. 

110.  The  First  Plan. — For  example,  you  have  decided  to 
explain  to  a  friend  why  you  wish  to  become  a  private  secre- 
tary. You  have  talked  with  a  good  many  persons  about  it, 
and  read  some  books  on  the  subject.  You  are  full  of  your 
ambition.    But  your  friend  knows  no  more  about  it  than  one 

192 


EXPLANATION  193 

would  learn  from  taking  the  same  commercial  course  that 
you  do.  Probably  you  can  best  begin  by  mentioning  the 
duties  of  a  secretary  that  coincide  with  those  of  a  typist  or 
plain  stenographer.    Your  j  ottings  may  be  somewhat  like  this : 

Taking  dictation  Kind  of  employer 

Typing  Kind  of  office 

Transcribing  notes  Chances  of  advancement 

Writing  from  phonograph  dictation  Pay 

Filing  Hours 

Telephoning  Responsibilities 

In  looking  over  this  list  of  items  you  discover  that  some  of 
the  ideas  belong  together.  The  groups  of  ideas  thus  formed 
constitute  the  main  divisions  of  your  talk.  All  of  the  items  in 
the  left-hand  column  above  seem  to  deal  with  the  kinds  of 
work  which  a  secretary  has  to  do.  Some  of  the  items  in  the 
right-hand  column  seem  to  deal  with  the  surroundings  of  a 
secretary's  work  and  others  with  the  rewards  of  his  work. 
The  single  items  seem  to  fall  into  four  main  divisions: 

I.  Kinds  of  work 

A.  Typing 

B.  Taking  dictation 

C.  Transcribing  notes 

D.  Writing  from  phonograph  dictation 

E.  Telephoning 

F.  Filing 

II.  Surroundings  of  work 

A.  Kind  of  office 

B.  Kind  of  employer 

C.  Hours 

III.  Rewards  of  work 

A.  Chances  of  advancement 

B.  Pay 

IV.  Responsibilities 


194       EFFECTIVE  BUSINESS  COMMUNICATION 

111.  The  Revision. — Closer  inspection  shows  you,  how- 
ever, that  this  arrangement  does  not  entirely  carry  out  your 
purpose.  You  started  out  to  explain  why  you  hoped  to  be- 
come a  secretary.  Merely  to  enumerate  the  duties  which 
you  would  have  will  not  explain  your  reasons  for  choosing 
such  a  career.  You  will  have  to  show  how  those  duties  differ 
from  the  ordinary  stenographer's  duties.  A  little  reflection 
tells  you  that  a  secretary's  duties  include  some  not  here  men- 
tioned, such  as  meeting  callers,  caring  for  the  employer's 
mail,  and  learning  the  details  of  his  business.  The  fourth 
main  division  of  the  outline  above  should  therefore  be  merged 
with  the  first. 

The  third  section,  as  it  stands,  is  very  short.  Yet  in  ex- 
plaining why  you  wish  to  become  a  private  secretary  that 
section  is  very  important.  It  should  be  developed  in  greater 
detail.  Reasons  should  be  given  for  the  higher  pay  which 
the  position  carries  and  for  the  better  chances  of  advancement. 
Some  of  the  reasons  would  be :  the  knowledge  of  such  matters 
as  spelling  and  good  English;  the  form  and  tone  of  business 
letters;  your  ability  to  reheve  your  employer  of  many  details; 
your  ability  to  think  and  act  without  bothering  him. 

In  the  last  place,  is  the  order  of  the  parts  the  most  logical 
you  can  find?  Have  you  thought  out  how  the  reader  is  to 
pass  from  point  to  point?  The  main  heads  seem  well  placed, 
because  they  are  in  the  right  order  to  explain  your  ambition. 
But  the  subheads  do  not  progress  from  the  simpler  to  the 
more  complex.    A  change  in  order  is  necess.ary. 

The  revised  outline  may  be  drawn  up  in  this  way: 

I.  Kinds  of  secretarial  work 

A.  Responsibility  in  ordinary  office  duties 

1.  Tact  and  accuracy  in  telephoning 

2.  Perfection  in  typing 


EXPLANATION  195 

3.  Speed  in  taking  dictation 

4.  Judgment  in  transcribing  notes 

5.  Care  in  writing  from  phonograph  dictation 

6.  InteUigence  in  filing 

B.  Responsibility  in  special  duties 

1.  Caring  for  employer's  mail 

2.  Meeting  callers 

3.  Learning  details  of  employer's  business 

II.  Surroundings  of  the  work 

A.  More  variety  in  the  work 

B.  Less  crowded  office 

C.  Better  class  of  employer 

D.  Hours  of  service 

111.  Rewards  of  the  work 

A.  Reasons  for  higher  pay 

1.  More  intelligent  work  in  details 

2.  Use  of  your  own  judgment 

3.  Taking  duties  from  the  employer's  shoulders 

B.  Better  chances  for  advancement 

L  Your  knowledge  of  the  business 
2.  Your  taking  more  responsibility 

112.  Formal  Requirements  of  an  Outline. — Note  the  fol- 
lowing features  of  a  good  formal  outline : 

1.  A  separate  kind  of  notation  is  used  for  each  rank  of 
heading.  In  the  specimen  given  above,  for  example,  all  the 
main  headings  are  in  Roman  notation. 

2.  Each  rank  of  heading  is  indented  to  the  same  depth. 
All  those  with  Arabic  notation,  for  example,  are  placed  at  the 
same  distance  from  the  margin. 

3.  Headings  of  similar  rank  are  phrased  in  parallel  struc- 
ture. 

4.  There  are  never  fewer  than  two  subheads. 


196       EFFECTIVE  BUSINESS  COMMUNICATION 

113.  Presenting  the  Talk. — If  your  speech  is  to  be  a  long 
one,  a  more  convenient  way  to  collect  and  arrange  the  ma- 
terial is  on  slips  of  paper  or  cards.  Once  you  settle  the  main 
divisions,  it  is  easy  to  put  each  on  a  separate  card  and  to  jot 
down  the  subheads  on  that  card,  as  they  occur  to  you.  The 
mainheads  can  then  be  arranged  in  any  order  that  you  find 
best. 

In  presenting  the  material  to  your  hearers  you  can  very 
often  make  a  point  clear  by  an  example,  a  comparison,  a 
contrast,  a  diagram,  or  a  picture.  Indeed,  any  of  the  methods 
of  developing  a  paragraph  may  prove  useful.  They  should,  of 
course,  always  be  chosen  with  an  eye  to  the  particular  hearers 
you  may  be  addressing.  An  explanation  must  be  clear  to 
the  hearer  or  it  is  no  explanation. 


Exercise  111 

1.  A  stranger  sees  you  at  the  entrance  to  the  schoolhouse  and  asks 
you  to  direct  him  to  the  nearest  railway  station. 

(a)  Have  you  made  each  turn  clear? 

(b)  Draw  a  diagram  on  the  board  which  would  help  him. 

The  class  will  act  as  the  stranger.  Let  a  separate  member  report 
on  each  of  these  points:  whether  (1)  you  spoke  each  word  distinctly; 
(2)  you  spoke  slowly  enough ;  (3)  the  directions  would  be  clear  to 
one  ignorant  of  the  locality;  if  not,  why  not?  (4)  the  manner  was 
courteous. 

2.  You  meet  a  friend  at  the  railway  station  but  cannot  accompany 
him  to  your  home.  Give  the  directions  (making  a  diagram  if  it 
would  be  helpful)  so  that  he  can  be  sure  of  finding  the  house.  Let 
the  class  criticize  as  in  1. 

3.  Your  friend  wishes  to  come  to  the  school  from  the  house  later 
in  the  day.  Give  directions  that  will  enable  him  to  find  the  prin- 
cipal's office  or  your  own  classroom.     Let  the  class  criticize  as  in  1. 


EXPLANATION  197 

4.  You  are  in  a  school  play  to  be  given  in  the  auditorium.  You 
give  two  reserved  seat  tickets,  H12  and  H14,  to  two  friends.  As  you 
are  unable  to  come  with  your  friends,  draw  a  diagram  and  explain  to 
them  how  they  are  to  reach  the  seats  unaided.  Let  the  class  criticize 
as  in  1. 

5.  A.  Draw  up  a  complete  outline  for  a  speech  on  one  of  the  sub- 
jects in  B.  The  outline  may  be  placed  on  the  board  and  criticized  in 
class. 

B.  Give  directions  how  to: 

(a)  Prepare  an  English  lesson. 

(b)  Drive  a  horse  or  start  an  automobile. 

(c)  Trim  a  hat  or  hemstitch. 

(d)  Dust  a  room  or  set  a  table. 

(e)  Load  a  film  camera  and  take  a  picture. 

When  the  speaker  has  concluded,  let  him  answer  any  questions 
that  are  put  to  him,  or  let  him  ask  members  of  the  class  to  answer 
questions  which  he  puts.  Then  let  the  class  criticize  as  in  1,  with 
the  following  substitution  for  (4) : 

(4)  Are  transitional  expressions  (see  §  105  and  Exercise  105)  so 
conspicuous  and  clear  that  each  step  stands  out  distinctly? 

6.  A.  Draw  up  a  complete  outline  for  a  speech  on  one  of  the  sub- 
jects below.     It  may  be  criticized  in  class. 

B.  Explain  by  the  use  of  examples,  comparisons,  contrasts,  or  in 
some  other  concrete  way,  one  of  the  following  topics : 

(a)  My  memory  at  its  best  and  at  its  worst. 

(b)  A  bad  habit  of  mine. 

(c)  What  I  should  do  if  I  were  very  rich,  or  very  powerful,  or 

very  wise. 

(d)  What  do  people  say  about  me — as,  my  father,  my  mother, 

my  chum,  my  older  or  younger  brother,  my  teacher,  and 
so  on? 

(e)  If  I  were  stranded  in  a  strange  city,  how  could  I  make  my 

living? 

(f)  The  best  piece  of  work  I  ever  did. 

When  the  speaker  has  concluded  let  the  class  criticize,  as  in  5, 
adding: 


198       EFFECTIVE  BUSINESS  COMMUNICATION 

(5)  Is  the  order  of  the  main  divisions  the  clearest  possible? 

7.  A.  Make  a  complete  outline  for  a  speech  on  one  of  the  subjects 
in  B  and  place  it  on  the  blackboard  for  class  criticism. 

B.  Explain  to  one  who  knows  nothing  or  little  of  the  subject: 

(a)  A  street-car  transfer  and  its  uses. 

(b)  What  is  fire  insurance? 

(c)  How  and  why  to  ventilate  a  room. 

(d)  The  qualities  of  a  good  toothpaste. 

(e)  How  to  begin  in  learning  to  t^ypewrite. 

(f)  The  purpose  and  principles  of  shorthand. 

(g)  What  is  accounting  and  why  is  the  demand  for  it  increasing? 
(h)  A  time-clock  and  how  it  operates. 

Let  speaker  and  class  proceed  as  before. 

8.  A.  Make  a  complete  outline  of  one  of  the  subjects  in  B,  and 
place  it  on  the  blackboard  for  class  criticism. 

B.  Explain  with  full  details  one  of  these  subjects.  In  this  expla- 
nation be  very  careful  of  your  use  of  words.  Avoid  slang  expressions, 
and  try  to  introduce  as  many  precise  and  concrete  words  as  possible. 

(a)  The  art  of  shopping  with  the  least  waste  of  time. 

(b)  What  is  a  boy  scout? 

(c)  Who  are  the  camp  fire  girls,  and  what  is  their  purpose? 

(d)  What  the  Red  Cross  stands  for. 

(e)  Why  and  how  are  income  taxes  levied? 

(f)  What  are  the  purposes  of  an  automobile  license? 

(g)  What  are  the  purposes  of  a  cash  register? 

In  the  class  criticism  like  that  in  6-B,  let  there  be  an  additional 
committee  for : 

(G)  Were  the  words  precise  and  concrete?     (See  §  §  22,  24.) 

9.  A.  Draw  up  a  complete  outline,  which  the  class  will  criticize 
for  thought  as  well  as  form. 

B.  Select  one  of  these  ideas  that  you  think  you  understand  very 
well.  Then  explain  it  so  that  every  member  of  the  class  will  see 
what  it  means.  In  abstract  subjects,  concrete  illustration  and  com- 
parison are  particularly  important.  The  application  of  the  idea 
must  be  so  clear  that  no  one  can  mistake  it.  Be  particularlj'  full 
and  definite  with  these  subjects. 


EXPLANATION  199 

(a)  What  is  heroism? 

(b)  Can  there  be  heroism  in  business? 

(c)  What  is  success? 

(d)  The  value  of  cheerfuhiess  and  optimism  in  business. 

(e)  Experience  is  a  hard  school. 

(f )  Not  failure  but  low  aim  is  crime. 

(g)  What  is  system,  and  how  great  is  its  value? 

(h)  What  is  influence  or  "pull,"  and  how  does  it  operate? 

(i)    Can  one  rise  by  hard  work  and  perseverance  alone? 

(j)    Is  there  such  a  thing  as  luck  in  success? 

(k)  The  rewards  of  unskilled  labor,  skilled  labor,  commercial 
work,  applied  art,  fine  art,  the  professions,  with  regard 
to  interest  of  the  work,  social  standing  of  the  worker, 
wealth,  or  benefit  to  the  community. 

(1)  Efficiency  and  its  lack  as  illustrated  in  your  dealings  with  a 
local  shop,  the  post-office,  a  department  store  or  mail- 
order house,  a  trolley  line  or  railway,  an  electric  light  or 
gas  company. 

The  speaker  and  class  will  proceed  as  in  8. 


114.  Minutes. — If  one  business  man  talks  over  some  pro- 
posal with  another  business  man  and  the  two  reach  an  agree- 
ment, one  of  them  will  embody  the  main  points  of  the  agree- 
ment in  a  letter  and  send  it  to  the  other.  He  does  this  so  that 
there  will  be  no  occasion  for  misunderstanding.  The  same 
necessity  for  a  record  frequently  arises  when  groups  of  men 
or  women  come  together.  If  the  meeting  is  important  enough 
to  need  a  chairman,  it  usually  needs  also  a  secretary  to  take 
down  the  minutes. 

Minutes  are  the  notes  or  record  of  any  formally  organized 
meeting.  They  are  written  out  from  jottings  made  by  the 
secretary  during  the  course  of  the  meeting.  The  jottings 
should  record  the  exact  wording  of  motions  and  the  result  of 


200        EFFECTIVE  BUSINESS  COMMUNICATION 

all  votes.  Important  speeches  should  be  summarized.  The 
order  of  events  should  be  strictly  followed.  The  complete 
minutes  should  be  written  tersely,  but  with  the  utmost  ac- 
curacy, as  they  may  be  needed  long  afterward  to  settle  some 
uncertain  point.  It  is  customary  for  them  to  close  with  the 
phrase,  "Respectfully  submitted,"  followed  by  the  signature 
of  the  secretary.  The  minutes  of  one  meeting  are  usually 
read  aloud  at  the  next  meeting,  in  order  that  members  who 
detect  inaccuracies  may  suggest  corrections.  When  the 
revisions  are  made,  the  chairman  usually  approves  by  a 
signature. 

Much  valuable  practice  for  business  life  can  be  gained  by 
class  secretary  reports  of  the  discussions  and  conclusions  of 
each  recitation.  If  there  is  a  new  secretary  each  day,  the  min- 
ute-book can  be  passed  around  the  class,  so  that  each  member 
may  gain  some  practice.  The  class  may  suggest  corrections 
as  in  a  society  meeting,  and  the  teacher  may  finally  approve. 
The  members  will  in  this  way  develop  a  keen  sense  of  what  is 
important  and  of  how  to  state  matters  accurately. 

Should  the  bare  record  become  monotonous,  the  secretary 
may  be  asked  to  select  the  feature  of  the  period  that  best 
merits  further  discussion.  He  should  then  add  argument  or 
explanation  to  bring  out  the  significance. 

The  minutes  for  Thursday  were  read  by  Mr.  Dunlevy  and 
accepted. 

The  class  were  sent  to  the  board  to  place  on  it  the  display  lines 
of  their  original  advertisements.  As  a  result  of  the  discussion  we 
found  that  the  best  display  lines  were  short.  They  contained  not 
more  than  five  or  six  words  and  consisted  chiefly  of  nouns  and  verbs. 
They  were  often  directed  toward  a  particular  class  of  readers.  The 
separate  display  lines  should  emphasize  the  same  point,  which 
should  be  the  talking  point  of  the  advertisement.  In  general,  slo- 
gans should  not  be  displayed  as  prominently  as  the  display  lines. 


EXPLANATION  -  201 

Mr.  Sahulka's  lines  were  pronounced  the  best  because  they  em- 
phasized the  talking  point  most  successfully  and  because,  by  reason 
of  their  shortness,  they  were  most  certain  of  attracting  attention. 
His  head-hne, "  Speed,"  was  considered  the  head-line  of  the  day  most 
certain  to  arrest  the  reader.  The  word  "self-starting  "  in  the  center- 
line  brought  forward  the  talking  point  so  as  to  make  it  stick  in  the 
memory. 

Respectfully  submitted, 
Walter  Goodman 


115.  Written  Reports. — In  Chapter  I  we  learned  a  good 
deal  about  simple  oral  reports.  In  business,  written  reports 
also  are  frequently  required.  They  often  result  from  investi- 
gations, and  are  usually  the  basis  for  recommendations.  As 
they  are  submitted  to  busy  executives,  every  effort  should 
be  made  to  render  them  clear  at  a  glance  and  easy  to 
refer  to. 

To  make  them  clear  at  a  glance  requires  great  care  in  the 
arrangement.  An  outline  or  plan  is  necessary  to  determine 
what  is  the  most  logical  and  the  easiest  order  of  parts.  The 
conclusions  should  generally  be  stated  at  the  beginning  of 
each  division.  Busy  men  do  not  wish  to  waste  any  time  in 
getting  at  the  heart  of  a  matter.  The  recommendations 
would  generally  come  at  the  end  of  each  section.  At  the  end 
of  the  whole  report  there  may  be  a  conclusion  repeating  the 
points  made  in  the  body  of  the  discussion. 

Clearness  is  enhanced  if  tabulation  is  employed  wherever 
classification  is  a  part  of  the  report  and  where  figures  enter. 
If  you  are  trying  to  show  the  increase  in  the  running  expenses 
of  a  department,  you  might  consider  the  increased  number  of 
employees,  the  increased  wages  or  salaries,  the  increased  cost 
of  supplies.  The  best  way  to  present  these  would  be  in  a 
table. 


202       EFFECTIVE  BUSINESS  COMMUNICATION 

1918  1919  Increase 

Employees 32  45  40.6% 

Wages $38,592.16  $67,536.30      75 

Supplies 756.27         884.93      17 

To  make  reference  easy,  the  report  should  be  conspicuously 
divided  into  parts.  Each  part  may  have  a  title  that  will  in- 
dicate the  substance  of  that  section.  The  part  title  may  be 
written  in  capital  letters,  or  typed  in  red,  or  underlined  with 
red  ink.  Subheads,  summarizing  subordinate  sections,  may 
be  indicated  by  underlining  in  black.  Paragraph  titles  may 
be  typed  in  the  margin,  which  should  be  wide  enough  to 
permit  insertion  without  crowding.  In  the  body  of  the 
report  noteworthy  words  or  sentences  may  be  typed  in 
red  or  underlined.  A  table  of  contents  in  outline  form  and 
an  index  may  be  supplied  if  the  complexity  of  the  report 
warrants  it. 

Formal  reports  are  usually  accompanied  by  an  official  letter 
(pages  179,  180)  which  gives  the  circumstances  of  the  report, 
the  sources  consulted  in  its  preparation,  and  the  ground  that 
it  intends  to  cover.  The  letter  is  in  the  third  person,  except 
where  a  personal  and  informal  tone  is  desired. 

The  following  is  an  illustration. 

Gentlemen: 

In  accordauice  with  the  resolution  adopted  at  the  meet- 
ing of  the  Real  Estate  Board,  the  Omi  Your  Home  Comirilttee 
submits  the  enclosed  report  of  its  campaign  during  the  month 
of  June. 

It  details  the  purposes  of  the  campaign,  the  methods  of 
bringing  before  the  public  the  advantages  of  ovming  a  house, 
and  the  results  achieved.   It  appends  recommendations  for 
the  oonduot  of  future  campaigns. 

Very  truly  yours. 
Own  Your  Home  Committee 
by  George  Gulliver 
Secretary 


EXPLANATION 


203 


A  section  of  the  report  might  be  displayed  thus: 

GENERAL  FEATURES 

Number  of         While  'Metropolis  has  always  been  known 
home  owners    as  a  home-owning  city,  the  faots  discovered 

by  the  market  analysis  were  that  65  per  cent 

of  the  population  were  boarders  and  renters. 

This,  It  was  determined,  was  due  to  the 

recent  rapid  growth  of  the  city. 

Sources  of        This  analysis  was  a  compilation  of  faots 
Information    and  figures  In  possession  of  the  local  board, 

checked  up  by  the  United  States  Census  report. 

It  was  believed  sufficiently  accurate  for  all 

the  purposes  of  the  campaign. 

Results  of        The  board  appropriated  $1,000  for  the 
campaign      campaign.   On  this  slender  fund,  all  that  was 
accomplished  seems  remarkable,  as  after  Im- 
possibilities were  weeded  out,  the  campaign 
shows  245  ready-to-buy  prospects  in  hand. 
The  accounting  shows  that  the  fund  was  suffi- 
cient, with  40  cents  to  spare.   These  pros- 
pects are  being  closed  day  by  day  as  reported 
by  members  to  the  board.  Already  all  the 
resale  possibilities  in  the  south  and  east 
sections  of  the  city  have  been  exhausted. 
Only  builders  can  buy  In  these  sections.  .  .  . 

ADVERTISING 

l^equenoy         The  miniature  house  folder  and  the  speeches 
were  backed  up  by  newspaper  advertising  which 
appeared  In  all  three  of  the  local  newspapers, 
running  Saturday,  Sunday,  and  Monday  for  two 
weeks.   In  between  these  dates  the  newspapers 
carried  daily  news  stories  of  the  factory  meet- 
ings.  In  all,  the  newspapers  carried  forty- 
nine  different  stories  of  the  movement  during 
the  period  of  the  campaign. 

Appeal  to         The  newspaper  advertising  asked  readers  to 
action        call  or  write  for  the  folder,  "How  to  Own  Your 
Home."  The  same  thing  was  Impressed  by  the 
window  card  used  In  the  campaign.  This  card 
was  freely  used  by  stores  all  over  the  city, 
the  promoters  of  the  campaign  having  no  diffi- 
culty In  getting  store  owners  to  see  the  move- 
ment as  one  of  public  benefit. 


Exercise  112 

1.  Make  a  report  to  the  class  on  the  newspapers  of  your  town  or 
State.     Compare  them  department  by  department.     Recommend 


204       EFFECTIVE  BUSINESS  COMMUNICATION 

the  one  to  be  taken  by  the  school  library.    In  preparation  for  this 
report,  study  Chapter  IX,  "The  Newspaper." 

2.  Draw  up  a  report  on  various  weekly  reviews,  considering  their 
appearance,  contents,  policies,  and  other  matters.  Recommend 
that  one  or  more  be  taken  for  the  school  library. 

3.  Draw  up  a  report  on  several  monthly  magazines,  such  as  Har- 
per's,  Scribjier's,  The  Metropolitan,  The  American,  and  recommend 
that  one  or  more  be  taken  by  the  school  library. 

4.  Write  a  report  for  the  principal,  examining  conditions  in  the 
school  and  recommending  that  the  school  establish  a  monthly 
magazine,  a  weekly  or  daily  paper,  a  year-book,  or  some  other 
periodical. 

5.  Write  a  report  to  the  head  of  the  English  department  concern- 
ing the  conduct  of  some  school  periodical  and  suggesting  certain 
definite  improvements. 

6.  Draw  up  a  report  on  the  calling  which  you  expect  to  enter, 
discuss  the  changes  which  the  World  War  produced  in  it,  and  point 
out  the  advantages  which  it  now  offers. 

7.  Draw  up  a  report  on  your  study  of  business  English,  pointing 
out  the  matters  in  which  you  have  become  most  proficient,  and 
suggesting  any  changes  in  the  study  that  will  make  it  more  useful. 


CHAPTER  XIX 
LETTERS  OF  CLAIM  AND  ADJUSTMENT 

116.  Importance  of  Claims. — Wherever  stores  sell  goods, 
there  are  dissatisfied  and  even  angry  customers.  They  talk 
to  their  friends,  call  up  the  store  over  the  telephone,  face  the 
clerk  behind  the  counter,  or  write  the  management  a  letter. 
They  sometimes  call  names  and  use  abusive  language. 

Progressive  houses  study  such  customers  very  closely. 
The  managers  are  eager  to  satisfy  them.  They  believe  that 
"no  sale  is  complete  until  the  customer  is  satisfied, "  and  that 
every  customer  is  worth  satisfying.  For  in  modern  business 
it  is  only  the  "repeat  orders"  that  pay  a  profit.  Business  is 
service,  and  that  house  will  succeed  best  that  sells  satisfaction 
with  every  purchase.  It  will  try  to  make  a  friend  of  every 
customer.  Such  a  house  consequently  no  longer  speaks  of  its 
complaint  department,  but  of  its  "bureau  of  claims  and 
adjustment.'' 

117.  Making  a  Claim. — Accordingly,  when  you  are  dis- 
satisfied with  goods,  you  will  not  give  way  to  anger,  no  matter 
how  annoying  the  circumstances.  You  will  not  indulge  in 
sarcasm  or  caustic  remarks  or  threats.  You  will  accomplish 
nothing  thereby.  If  you  write  a  letter  in  this  spirit,  it  may  be 
handed  about  the  office  for  a  hearty  laugh.  It  may  provoke 
a  stinging  reply.  In  any  case,  it  will  serve  only  to  delay 
settlement.  A  better  plan  is  merely  to  state  the  facts  of  the 
case  in  the  order  in  which  they  occurred.  Make  the  account 
complete,  so  that  the  firm  can  find  the  proper  papers  among 

205 


206       EFFECTIVE  BUSINESS  COMMUNICATION 

its  records.  Frequently  the  record  alone  will  suffice;  the  firm 
will  be  glad  to  correct  any  mistake  or  replace  faulty  goods. 
But  if  the  case  warrants  it,  close  your  letter  with  a  definite 
request  for  adjustment. 

Every  claim  letter  should  be  precise  but  courteous. 

Compare  the  effectiveness  of  the  two  letters  following: 

The  Emporium 

Market  Street 
San  Francisco,  Cal. 

Gentlemen : 

You  may  think  you  have  a  fine  store,  but  I  can  tell  you  you  don't 
hold  a  light  to  the  ones  I've  been  dealing  with  in  Denver.  They 
never  try  to  cheat  their  customers. 

Now  I  bought  a  large  order  at  your  place  yesterday,  and  I  was 
counting  on  buying  a  whole  lot  more,  but  you  don't  see  me  get  bit 
twice.  The  lamp  that  I  particularly  wanted  has  not  been  sent. 
Your  clerk  said  the  receipt  would  be  sent  with  the  lamp.  But  I 
have  a  witness  to  the  fact  that  I  paid.  And  if  you  don't  pay  or  pro- 
duce that  lamp,  I  face  you  with  her. 

Yours  truly, 
Mrs.  Nelson  Bigby 

Gentlemen: 

The  bill  of  goods  which  I  ordered  at  your  store  yester- 
day morninti,  I.'ovember  10,  has  been  delivered  with  the  excep- 
tion of  the  electric  library  lamp.  The  clerk  promised  that 
It  -.Tould  be  delivered  in  the  afternoon.  As  It  Is  now  the 
evening  of  November  11,  I  feel  there  has  been  some  oversight. 

Very  truly  yours, 

Irene  Dlgby 

(Ura.  Nelson  Bigby) 

Which  of  these  letters  shows  the  better  breeding?  Which 
is  the  more  businesslike?  Which  would  awaken  the  desire  to 
help  the  woman  out  of  her  trouble?  Which  would  aid  the 
clerk  in  tracing  the  error?  Which  would  sooner  secure  de- 
livery of  the  lamp? 


LETTERS  OF  CLAIM  AND  ADJUSTMENT       207 

118.  Adjusting  Claims. — The  attitude  of  the  house,  in 
the  matter  of  adjustment,  is  no  less  important  than  that  of 
the  customer  in  the  matter  of  a  claim.  Courtesy  and  con- 
sideration are  just  as  essential.  Every  house  has  its  own 
principles  and  system  of  answering  the  claims  of  customers. 
Marshall  Field,  the  great  Chicago  merchant,  followed  the 
slogan,  "The  customer  is  always  right."  Another  firm 
always  hands  the  money  back  first  and  then  inquires  into  the 
reason  for  dissatisfaction.  All  recognize  that  it  is  much  easier 
to  keep  an  old  customer  than  to  get  a  new  one  and  that  the 
small  customer  of  today  may  be  the  big  one  of  tomorrow. 
Their  aim  is  to  build  up  such  good-will  that  every  customer 
becomes  a  friend.  They  recognize  that  most  men  are  honest, 
that  the  customer  is  merely  seeking  justice,  and  that,  as  errors 
are  bound  to  happen,  he  is  probably  in  the  right.  The  firm 
that  serves  its  customers  best  is  sure  to  serve  itself  best  in  the 
end. 

The  wording  of  adjustment  letters  must  be  carefully  con- 
sidered. Claim  letters  are  so  often  written  in  anger  that  the 
correspondent  is  frequently  tempted  to  reply  in  the  same  vein. 
Such  temptation  must  be  resisted.  Your  duty  as  correspon- 
dent is  to  look  at  the  matter  from  the  customer's  point  of 
view,  to  consider  his  circumstances  and  conditions.  Employ 
only  courteous  expressions.  Discourteous  words  may  result 
in  the  permanent  loss  not  only  of  that  customer  but  of  her 
friends. 

Certain  phrases  that  reflect  upon  the  customer  are  particu- 
larly to  be  avoided.  The  word  complaint  always  conveys  an 
unpleasant  suggestion  that  the  writer  has  no  basis  for  a  de- 
mand. The  phrases,  you  say,  or  you  state,  or  you  claim, 
rather  disparage  the  veracity  of  the  customer.  "The  lamp- 
shade which  you  claim  arrived  in  poor  condition,  etc.," 


208       EFFECTIVE  BUSINESS  COMMUNICATION 

should  read,  "We  are  sorry  to  learn  that  the  lampshade  has 
not  arrived  in  good  condition."  "  We  cannot  understand, "  or 
"We  are  at  a  loss  to  understand, "  only  increases  the  custom- 
er's annoyance.  Instead,  you  should  put  him  in  as  agree- 
able a  frame  of  mind  as  possible.  Do  not  say,  "We  cannot 
understand  how  it  could  have  been  damaged,"  but  "We  shall 
take  pleasure  in  examining  it."  To  say,  "  We  do  not  question 
your  fairness, "  is  unfortunate.  Make  some  positive  reference 
to  your  own  policy  of  treating  everyone  justly.  In  short,  put 
yourself  squarely  in  your  reader's  place  and  see  if  there  is 
anything  to  which  he  might  take  exception.  If  there  is  any- 
thing wrong,  change  it.  On  the  other  hand,  of  course,  do  not 
gush;  be  dignified. 

Every  adjustment  letter  should,  by  its  purpose  andphras- 
ing,  endeavor  to  make  the  customer  a  friend. 

119.  Arrangement. — The  beginning  of  an  adjustment 
letter  of  any  class  is  particularly  important.  You  should 
always  find  something  in  the  customer's  letter  to  agree  with. 
You  should  in  some  way  assure  him  that  his  letter  has  aroused 
a  personal  interest  and  a  desire  to  help  him  out  of  his  difficulty. 
If  you  can  grant  his  claim,  do  so  in  the  first  sentence  as  if  you 
were  glad  of  the  opportunity.  If  you  cannot  grant  it,  at 
least  find  something  that  will  put  him  in  a  favorable  frame  of 
mind,  even  if  it  is  nothing  more  than  thanking  him  for  calling 
the  matter  to  your  attention.  You  can  then  give  an  explana- 
tion that  will  leave  any  reasonable  person  satisfied. 

Let  the  body  of  your  letter  be  a  very  definite  explanation, 
which  will  make  matters  clear  to  the  particular  person  you 
are  addressing.  Consider  the  situation  from  his  point  of  view. 
Do  not  repeat,  but  give  such  facts  and  details  as  are  needed 
by  the  reader.    Do  not  argue,  but  explain. 


LETTERS  OF  CLAIM  AND  ADJUSTMENT       209 

The  conclusion  should  impress  upon  him  that  your  interest 
in  his  patronage  is  genuine  and  that  your  only  effort  is  to  be 
perfectly  fair.  Do  not  say,  "We  hope  this  is  satisfactory," 
but  "Sometime  very  soon  we  want  the  opportunity  to  serve 
you  in  all  the  real  meaning  of  that  word."  In  short,  the  con- 
clusion should  leave  him  a  friend  of  the  house. 

There  is  no  means  to  this  end  more  certain  than  a  prompt 
acknowledgment  of  his  letter.  If  the  case  is  one  that  needs 
investigation,  reply  at  once  with  a  promise  to  sift  the  matter 
thoroughly.  Do  not  imply,  however,  that  his  claim  will 
certainly  be  granted.  An  investigation  may  reveal  that  the 
fault  lies  with  him.  When  you  have  placed  the  responsibility, 
you  can  proceed  in  the  firm  but  friendly  manner  suitable  to 
the  adjustment  necessary. 

120.  Fault  Lying  with  the  Seller. — In  satisfying  the  cus- 
tomer, the  letter  will  vary  according  to  the  nature  of  the  claim. 
The  first  thing  to  do,  always,  is  to  fix  the  blame.  No  dissatis- 
faction can  be  removed  until  the  responsibility  for  it  is  placed. 
Where  the  fault  lies  with  the  seller,  he  should  in  the  first 
sentence  acknowledge  the  responsibility  and  very  cheerfully 
comply  with  the  wishes  of  the  customer.  In  doing  so,  he 
should  of  course  avoid  as  far  as  possible  any  loss  to  the  house. 
Where  this  is  not  possible,  the  only  recourse  is  to  carry  out 
the  buyer's  request  but  to  make  the  explanation  so  clear  and 
satisfactory  that  the  customer  will  continue  his  patronage. 

The  following  letter  was  written  to  a  man  who  had  been 
sent  a  printed  postal  card  notice  that  his  order  could  not  be 
filled  for  two  weeks  until  a  fresh  stock  arrived.  He  had  re- 
plied that  he  thought  he  "was  dealing  with  a  house  that  knew 
its  business"  and  that  if  they  couldn't  supply  him,  he  knew 
where  he  could  get  what  he  wanted  without  waiting.     The 


210       EFFECTIVE  BUSINESS  COMMUNICATION 

writer  first  found  tlie  order  letter  in  tiie  files  and  the  card  of 
notice  sent.  Observe  how  suavely  "the  letter  was  written, 
once  the  blame  was  fixed.  It  overlooks  the  anger  of  the  cus- 
tomer, begins  with  the  adjustment  that  will  inchne  him  favor- 
ably towards  the  house,  repeats  personally  the  explanation 
of  the  delay,  and  tries  to  induce  him  to  reorder.  Study  the 
conclusion  particularly.  Do  you  think  it  will  persuade  Mr. 
Simpkin  to  reorder? 

Dear  Mr.   Simpkin: 

We  are  returning  your  remittance  for  $4.47,  which  you  sent 
us  on  March  15  to  pay  for  a  pair  of  shoes. 

There  Is  nothing  we  should  have  liked  better  than  to  send 
off  the   shoes  Immediately  upon  receiving  your  order.      That 
would  have  been  according  to  our  usual  way  of  doing  things 
here.     But,   as  you  know,   we  were  not   able  to   ship  the   shoes 
because  they  were  out   of   stock  at   that,  time.     We  held  back 
your  order  because  we  knew  we  were  to  receive  a  fresh 
supply  of  these  shoes  later. 

However,   if  it  is  your  wish  to  have  your  money  returned,  by 
all  means  we  are  glad  to  do  it. 

You  still  are  going  to  want  a  new  pair  of  shoes  this  spring. 
Our  footwear  is  astonishingly -low  in  price,   and  out  In  up- 
to-the-minute   styles.     May  we  hear  from  you  again- sometime 
soon? 


121.  Vague  Claims. — If  a  claim  is  very  vague,  the  skill  of 
the  correspondent  may  be  taxed  in  dealing  with  it.  The 
writer  of  the  following  letter  was  apparently  unaccustomed  to 
transacting  business  by  mail. 

January  10,  1920 
The  Roscommon  Co. 
Fort  Worth,  Texas 

Dear  Sirs: 

I  cannot  see  why  you  people  don't  keep  better  track  of  the  orders 
you  send  out.  I've  got  to  have  those  invoices,  as  you  call  them,  to 
tell  how  much  you  owe  me.     It's  sure  as  death  you've  got  to  send 


LETTERS  OF  CLAIM  AND  ADJUSTMENT       211 

back  $1.85  for  the  express  I  paid.  Besides,  I  ordered  you  to  send 
by  freight  because  it's  a  sight  cheaper.  Those  weather  strips  never 
have  come  through  anyway.  You've  got  things  so  mixed  up  I  can't 
tell  where  I  am  at  until  you  get  those  invoices  to  me. 

Yours  truly, 

Samuel  Whigelt 

A  hasty  reply  read  as  follows: 

Dear  Sir : 

Your  letter  of  tenth  inst.  at  hand.  In  reply  beg  to  state  that  our 
system  has  been  built  up  through  years  of  study  and  is  the  best  in 
the  state.  We  sent  you  the  invoices.  They  must  be  lying  around 
the  house  somewhere. 

When  you  can  show  us  how  much  we  owe  you,  we'll  be  glad  to 
settle,  but  we  are  now  at  a  loss  to  understand  what  you  want.  Draw 
up  a  list  and  send  it  on.     Awaiting  an  early  reply,  we  beg  to  remain, 

Very  truly  yours. 
The  Roscommon  Company 
by  Sidney  Homer 

A  better  letter  took  account  of  the  difficulties  of  the  cus- 
tomer and  tried  to  clear  them  up  for  him.  As  this  was  the  first 
order  of  Mr.  Whigelt,  who  would  probably  feel  that  the  com- 
pany cared  nothing  about  treating  him  fairly,  a  particular 
effort  was  made  to  impress  him  with  the  desire  of  the  com- 
pany to  be  just. 

Dear  Sir : 

This  has  reference  to  your  letter  of  January  10,  regarding  numer- 
ous inquiries  about  an  order  purchased  from  us  December  16. 

We  are  sorry  that  we  cannot  furnish  you  with  the  invoice  sheets 
covering  this  order.  It  is  a  policy  of  this  company  to  send  all  in- 
voice sheets  to  the  customer  to  show  him  just  how  the  order  was 
handled.  These  are  sent  separately  by  mail,  so  as  to  reach  him 
before  the  shipment  does.  It  is  our  belief  that  yours  have  been  lost 
on  the  way.     However,  if  j^ou  will  go  to  the  trouble  of  listing  just 


212       EFFECTIVE  BUSINESS  COMMUNICATION 

what  articles  you  have  received  and  of  sending  the  list  to  us,  we  will 
put  on  the  price  for  you.  This  will  serve  the  purpose  as  well.  If 
there  is  any  amount  due  you,  we  shall  be  glad  to  settle  with  you  at 
the  earliest  possible  moment. 

The  enclosed  check  for  $10  we  believe  will  complete  j^our  order. 
It  is  based  as  follows.  $1 .85  is  allowed  for  the  express  charges  which 
you  paid  on  a  package  that  we  had  paid  for  in  advance.  We  do  not 
know  the  article  number  and  price  of  the  bundle  of  weather  strips, 
but  we  believe  that  $2  will  cover  this.  The  S2  is  included  in  the 
check.  The  remainder  of  this  check  represents  the  difference  be- 
tween express  and  freight  charges,  due  .you  because  we  shipped 
goods  by  express  instead  of  by  freight,  as  you  ordered. 

We  must  admit  that  your  order  was  not  handled  properly,  and 
that  you  should  have  received  word  from  us  regarding  the  shipping 
instructions,  so  that  we  could  have  pleased  you.  We  are  in  a  posi- 
tion to  serve  you  better  and  would  like  to  receive  another  order  from 
you,  which  will  be  handled  as  it  should  be.  You  will  not  be  troubled 
with  this  inconvenience  again. 

We  are  sending  a  stamped  envelope,  Mr.  Whigelt,  so  that  you  can 
send  us  word  as  to  whether  j^ou  are  satisfied  with  this  adjustment  or 
not.  Please  address  directly  the  writer  of  this  lettier,  who  will  be 
glad  to  investigate  again  in  case  we  have  overlooked  some  adjust- 
ment due  you.  We  should  like  very  much  to  have  you  do  this,  as 
we  want  you  to  be  a  steady  and  satisfied  customer  of  ours.  We 
expect  to  hear  from  you  if  possible  by  return  mail. 

Very  truly  yours. 
The  Roscommon  Company, 
by  Sidney  Homer 


Exercise  113 

1.  Mrs.  Alice  Hanlon  purchased  on  September  16  a  pair  of  long 
white  gloves,  two  yards  of  silk  tulle,  and  a  pair  of  white  silk  stock- 
ings, for  a  party  on  the  17th.  The  package  was  delivered  late 
on  the  17th.  When  opened,  it  proved  to  contain  a  pair  of  child's 
rompers. 


LETTERS  OF  CLAIM  AND  ADJUSTMENT        213 

(a)  Write  the  letter  of  complaint.     Have  you  made  it  definite 

and  courteous? 

(b)  Write  the  letter  of  adjustment.     Have  you  followed  the 

best  arrangement?  Have  you  made  the  phrasing  the 
most  courteous  possible? 

2.  Mr.  Oliver  Whitson  purchased  of  Williams  and  Company  on 
June  1  a  traveling  bag  and  a  toilet  kit.  On  the  afternoon  of  June 
2  it  has  not  been  delivered,  and  he  is  going  off  that  night  for  a  long 
vacation. 

(a)  Write  out  the  telephone  conversation  between  Mr.  Whitson 

and  the  bureau  of  claims  and  adjustment.  You  may 
make  Mr.  Whitson  talk  angrily,  but  not  the  adjustment 
clerk. 

(b)  Two  members  of  the  class  may  make  this  adjustment  orally 

before  the  class  as  it  would  be  made  over  the  telephone. 


122.  Fault  Lying  with  the  Goods. — Where  the  goods  ap- 
pear to  the  customer  to  be  misrepresented,  or  for  any  i-eason 
are  unsatisfactory,  the  correspondent  has  a  delicate  and  diffi- 
cult task.  He  must  not  in  any  way  reflect  on  the  veracity  of 
the  customer,  yet  he  should,  where  possible,  induce  the  buyer 
to  keep  the  goods.  This  he  can  do  only  when  he  can  at  the 
same  time  retain  the  good-will  of  the  customer.  In  some 
cases  it  will  be  difficult  to  place  the  company  in  the  right 
light.  If  the  return  of  the  goods  is  advisable,  the  letter  should 
contain  no  trace  of  reluctance.  Instead  of  grudgingly,  it  should 
cheerfully  and  generously  grant  the  adjustment  sought. 

The  following  letter  does  not  remark  that  Mr.  Ray  is 
making  an  extraordinary  demand,  that  he  is  making  it  too 
late  to  expect  any  replacement  of  the  machine,  and  that  all 
machines  are  perfect  when  they  leave  the  factory.  On  the 
contrary,  it  opens  with  positive  thanks,  explains  carefully 


214       EFFECTIVE  BUSINESS  COMMUNICATION 

how  the  adjustment  can  be  made,  and  concludes  with  a  strong 
prediction  of  satisfaction. 

Dear  Sir: 

We  thank  you,  ]Mr.  Ray,  for  writing  us  regarding  the  sewing  ma- 
chine, number  286c72,  sliipped  to  your  daughter-in-law,  Mrs.  J.  R. 
Ray,  Pontiac,  Michigan. 

You  have  a  right  to  expect  the  best  of  service  from  this  Damas- 
cus Rotary  machine.  Our  machines  are  inspected  carefully  at  the 
factory  and  should  reach  the  customer  in  good  sewing  order.  We 
can  only  conclude  that  the  particular  machine  shipped  to  Mrs. 
Ray  was  not  assembled  properly.  You  have  not  written  us  in  detail 
as  to  how  the  machine  works  and  we  are,  therefore,  unable  to  offer 
any  suggestions  to  overcome  the  trouble. 

The  machine  has  been  out  for  more  than  three  months,  but  in 
view  of  the  peculiar  circumstances,  we  are  going  to  make  a  special 
concession,  as  we  want  you  to  have  a  Damascus  Rotary  that  is  a 
good  sewer  and  will  give  you  years  of  service. 

Accordingly,  we  have  entered  an  order  for  a  Rotary  head  to  be 
shipped  by  express  prepaid,  direct  from  our  factory  at  Behidere, 
Illinois.  Please  return  the  machine  head,  detaching  it  from  the 
stand,  to  the  National  Sewing  Machine  Company,  Belvidere,  Illi- 
nois, by  express  collect,  making  use  of  the  enclosed  tag.  Send  the 
original  express  receipt  together  with  this  letter  to  our  Chicago  store 
in  order  that  our  records  may  be  kept  clear. 

We  know  you  have  been  one  of  our  best  customers  for  a  number 
of  years,  and  we  regret  very  much  that  you  should  have  had  the 
slightest  cause  for  dissatisfaction.  Your  business  is  appreciated, 
and  we  are  only  too  glad  to  have  the  opportunity  to  ship  you  a  new 
head  which  we  are  confident  will  meet  with  your  requirements  in 
every  respect. 


Exercise  114 

1.  Mrs.  Olney  Wedgewood,  living  in  the  suburbs,  has  purchased  of 
Oglethorpe  and  Company  a  boy's  auto  express  wagon.    When  she 


LETTERS  OF  CLAIM  AND  ADJUSTMENT       215 

opens  the  parcel,  she  finds  that  the  brown  paper  has  stuck  to  the 
sides,  thus  disfiguring  the  bright  yellow  paint. 

(a)  Write  a  letter  asking  the  company  to  take  the  wagon  back 

and  credit  her  with  the  price.  Intimate  that  wagons 
purchased  in  the  suburbs  will  be  perfect.  Have  you  made 
the  letter  both  definite  and  courteous? 

(b)  Write  an  adjustment  letter  in  reply.     Send  a  bottle  of  furni- 

ture polish  to  remove  paper.  Speak  of  inspection  system 
of  store  and  express  regret  that  a  disfigured  wagon  was 
sent.  Ask  her  to  inform  you  of  the  result.  What  is  the 
best  arrangement?  Can  you  convince  her  you  regret  the 
disappointment  of  her  little  boy?  Can  you  restore  her 
confidence  in  the  firm?  What  is  the  cost  to  the  company 
of  your  adjustment? 

2.  Mr.  A.  S.  Hill  purchased  of  Frank  Simonds  Company  a  suit 
which  was  to  be  altered.  When  he  receives  it,  he  finds  the  collar 
is  too  high  and  the  right  side  of  the  front  does  not  lie  flat. 

(a)  Write  the  claim  letter. 

(b)  Write  the  adjustment  letter.     Mention  the  usual  expertness 

of  your  tailors  and  the  completeness  of  your  equipment  for 
such  work.  State  your  regret  at  failure  and  your  eager- 
ness to  make  the  suit  fit.  Send  for  the  suit  and  suggest  a 
time  when  he  can  try  it  on  in  the  store. 

3.  Mrs.  A.  M.  Murphy  has  purchased  through  an  advertisement 
a  washing  machine,  which,  she  finds,  leaks  and  does  not  really  clean 
the  clothes. 

(a)  Write  the  claim  letter. 

(b)  Write  the  adjustment  letter. 


123.  Fault  Lying  with  the  Transportation  Company. — 

A  very  frequent  cause  of  complaint  is  delay  or  damage  in 
transit.  Sometimes  the  goods  are  missent,  and  either  not 
found  for  some  time,  or  lost  for  good.    The  damage  may  be 


216       EFFECTIVE  BUSINESS  COMMUNICATION 

traced  to  rough  handling  or  to  exposure.  Most  firms  request 
the  recipient  to  take  up  the  matter  with  the  raihoad,  A 
good  many,  however,  regard  this  as  an  opportunity  to  help 
their  customers.    In  such  cases  notice  is  sent: 

We  have  today  started  a  tracer  of  our  shipment  of  November 
12  by  the  A.  B.  C.  Railroad,  which  you  report  has  not  arrived.  We 
trust  that  this  will  prove  effective.  If  however  the  shipment  is  not 
received  in  a  reasonable  time,  please  communicate  with  us  again. 

Where  the  damage  is  owing  to  bad  packing,  the  shipper 
makes  good  the  loss.  But  when  the  transportation  company 
is  at  fault,  the  firm  frequently  helps  the  customer  to  secure 
damages  from  the  railroad  or  express  company,  by  asking 
him  to  obtain  the  necessary  papers. 

We  are  very  sorry  to  learn  that,  in  the  framed  picture  shipped  you 
on  March  3,  the  glass  was  broken  in  transit  and  the  picture  badly 
marred.  Please  see  the  express  agent  and  ask  him  to  examine  the 
package  and  certify  to  the  damage.  If  you  will  send  his  affidavit  to 
us,  we  will  file  claim  in  your  behalf  against  the  company. 

We  shall  then  forward  another  copy  of  the  picture  framed  in  the 
same  style,  which  we  are  sure  will  prove  a  joy  forever. 


Exercise  115 

1.  You  have  broken  a  rear  axle  in  your  automobile,  and  have  sent 
to  the  factory  for  a  new  one.  A  week  has  passed  and  you  have  not 
received  it. 

(a)  Write  a  claim  letter  expressing  your  annoyance  at  their 

oversight. 

(b)  Write  the  adjustment  letter,  stating  the  date  of  shipment, 

saying  that  you  have  sent  a  tracer,  forward  another  axle, 
and  give  directions  for  the  return  of  the  first  should  it 
arrive.     Criticize  on  the  basis  of  §  §  118,  119,  123. 


LETTERS  OF  CLAIM  AND  ADJUSTMENT       217 

2.  You  have  bought  a  Morris  chair  through  an  advertisement. 
When  it  arrives  it  is  badly  discolored  and  the  cushions  are  wet. 

(a)  Write  the  claim  letter,  asking  for  your  money  back. 

(b)  Write  the  adjustment.     What  papers  will  you  need  from  the 

customer?     Criticize  as  before. 


124.  Fault  Lying  with  the  Customer. — Where  the  cus- 
tomer refuses  to  accept,  or  returns,  goods  in  which  there  is  no 
defect,  it  is  well  to  say  as  little  as  possible  about  the  claims  of 
the  customer.  Put  all  the  emphasis  on  the  merits  of  the  goods. 
If  you  are  dealing  with  a  private  purchaser,  you  may  need  to 
make  some  concession  to  retain  his  confidence.  Some  houses 
allow  the  return  of  all  goods  except  those  for  intimate  per- 
sonal use.  Such  houses  need  particularly  persuasive  letter- 
writers  to  turn  these  refusals  into  sales. 

Can  you  explain  why  the  two  following  letters  proceed  in 
opposite  directions?  One  begins  with  the  adjustment;  the 
other  closes  with  it.  In  neither  was  the  firm  or  the  trans- 
portation company  in  any  way  to  blame. 

Dear  Mr.  Couett: 

Here  are  our  checks  for  $179.06, — the  value  of  the  diamond  ring 
you  returned  to  us  and  the  $.56  mailing  charges. 

You  leave  us  a  bit  in  the  dark  as  to  why  you  returned  the  ring, 
but  we're  inclined  to  think  it  was  through  no  fault  with  the  stone 
or  its  setting,  but  because  of  some  personal  wish. 

After  all,  our  likes,  and  dislikes,  and  personal  feelings  play  such  a 
large  part  in  the  enjoyment  of  a  stone  like  this,  that  it's  upon  this 
very  fact  we  can  base  our  hope  that,  once  having  owned  one  of  our 
stones,  you  will  not  want  to  be  long  without  one. 

There's  a  friendly  satisfaction  in  the  flash  of  a  really  good  diamond 
which  makes  the  strongest  appeal  for  ownership.  We  can  claim  the 
highest  perfection  for  our  stones.  Our  trained  buyers  have  made 
the  pick  of  the  market,  and  procured  for  us  diamonds  rarely  seen  at 


218       EFFECTIVE  BUSINESS  COMMUNICATION 

these  prices.     The  settings,  too,  are  beautifully  designed,  to  enhance 
the  aliveness  of  the  stone. 

Then,  too,  have  you  considered  the  diamond  as  a  savings  bank?  It 
is  something  into  which  you  can  put  j'our  money,  and  draw  interest 
in  keen  enjoyment  of  it  while  you're  wearing  the  beautiful  stone. 
Then,  if  it's  really  a  good  diamond — again,  as  ours  are — you  will 
always  find  a  ready  sale  for  it  if  you  want  your  money  back. 

We  hope  you  will  reorder  sometime  soon,  and  let  us  send  you  an- 
other ring.  But  if  you  do  not  care  to  do  this  right  away,  how  about 
making  a  choice  from  our  other  merchandise  showings?  You'll  find 
the  same  firm-rock  guarantee  of  satisfaction  backing  them,  as  you 
have  in  this  case. 

Yours  very  truly, 

Montgomery  Ward  &  Company 

Dear  Sir: 

We  thank  you  for  returning  this  casing,  which  has  been  care- 
fully examined  by  our  adjuster. 

We  fully  appreciate  that  the  mileage  you  received  was  some- 
what disappointing.   In  addition  to  the  enclosed  booklet  on 
"Common  Causes  of  Tire  Injuries,"  may  we  explain  Just  what 
caused  the  unsatisfactory  service  you  received  from  this 
tire? 

As  you  doubtless  know,  there  are  two  distinct  "types  of  rims  - 
the  I.  D.  and  S.  B.  -  or  Clincher  and  Straight  Side.   A  cas- 
ing designed  for  one  cannot  be  used  on  the  other  successfully 
without  a  bead  filler. 

This  explains  the  trouble  you  experienced.  However,  the 
Injury  Is  so  slight  that  It  can  easily  be  repaired,  and  In 
view  of  the  small  service  you  received  we  are  willing  to  do 
the  work  at  actual  cost;  namely,  |3.00. 

The  job  will  be  fully  guaranteed  and  should  give  you  first 
class  service.  May  we  have  your  instructions  to  proceed 
with  the  work? 

Very  truly  yours. 


Exercise  116 

1.  Mr.  James  L.  Monroe  has  purchased  a  mimeograph,  hectograph, 
or  some  other  duplicating  device.  He  cannot  get  good  copies  with  it. 


LETTERS  OF  CLAIM  AND  ADJUSTMENT       219 

(a)  Write  the  claim  letter. 

(b)  Write  the  adjustment  letter.     Be  particularly  careful  not 

to  give  offense,  for  it  is  likely  that  the  only  reason  for  his 
failure  is  his  neglect  to  read  the  directions  carefully. 
Explain  how  it  should  be  operated.  Speak  of  its  wide  use 
and  predict  satisfaction. 

2.  If  you  do  not  understand  the  operation  of  these  duplicating 
devices,  choose  some  machine  that  you  do  understand. 


125.  Unjust  Claims. — Though  most  customers  believe 
that  they  have  just  grounds  for  their  claims,  no  firm  can  re- 
main in  business  long  without  receiving  claims  that  have  no 
just  basis.  In  some  quarters  there  is  a  feeling  that  no  demand 
on  a  great  corporation  is  unjust.  Where  one  is  dealing  with 
a  person  of  this  convenient  code  of  ethics,  one  should  preserve 
the  utmost  courtesy  until  the  evidence  is  complete  and  over- 
whelming. Do  not  tell  him  "he  has  another  guess  coming" 
or  that  "there  is  nothing  green  in  your  eyes."  Even  where 
you  think  he  is  trying  to  swindle  j^ou  and  to  be  gratuitously 
unpleasant,  you  can  attain  your  end  better  by  stating  the 
position  of  the  house  firmly  and  in  the  most  courteous  terms. 

Dear  Madam: 

The  duplicate  check  for  $19.40,  which  you  returned  with  your  letter 
of  March  9,  has  been  replaced  in  our  files.  We  thank  you  for  the 
attention  you  have  given  our  request.  Please  accept  this  letter  as 
a  receipt  for  the  return  of  the  duplicate. 

In  your  letter  you  mention  the  fact  that  you  have  written  many 
letters  in  an  attempt  to  adjust  your  account  in  a  satisfactory  man- 
ner, and  we  would  infer  from  your  statement  that  to  date  you  have 
not  obtained  the  results  desired. 

If  there  is  anything  involving  an  order  that  was  placed  with  this 
concern  that  has  not  received  the  attention  it  deserves,  kindly  give 
us  a  review  of  the  facts  on  the  back  of  this  letter,  and  return  with  this 


220       EFFECTIVE  BUSINESS  COMMUNICATION 

sheet  any  invoices  or  correspondence  you  may  have  received  relative 
to  the  matter  involved.  We  assure  you  it  will  receive  every  atten- 
tion. 

Should  it  be  that  we  are  mistaken  in  our  surmise  and  that  there  is 
no  adjustment  j^ou  desire  at  this  time,  we  shall  not  expect  you  to 
reply  to  this  letter,  for  we  do  not  wish  to  cause  our  customers  the 
slightest  inconvenience  and  would  not  expect  anyone  to  reply  to  a 
letter  of  ours  when  a  reply  is  not  required. 

Yours  very  truly, 

Montgomery  Ward  &  Company 


Exercise  117 

Miss  Yolanda  Ennis  has  bought  of  Dixon  and  Endicott  a  hand- 
some evening  gown,  delivered  on  the  afternoon  of  December  28. 
On  December  29  she  writes  to  the  firm,  saying  that  the  color  seems 
quite  different  out  of  the  store  and  that  it  does  not  suit  her  com- 
plexion. She  asks  the  firm  to  send  for  it  and  return  her  money. 
In  the  adjustment  letter  call  her  attention  to  the  fact  that  such 
articles  are  unreturnable  because  of  the  delicacy  of  the  fabrics. 
Remind  her  that  the  gown  was  tried  on  in  artificial  light,  such  as  it 
would  be  worn  in,  and  that  during  the  trying  on  she  expressed 
great  satisfaction  with  the  effect. 

Exercise  118— Oral 

Appoint  a  small  committee  to  visit  the  local  freight  office  to  learn 
what  a  "tracer"  is.  If  the  members  of  the  committee  think  out 
carefully  their  questions  in  advance,  and  proceed  with  courtesy,  the 
officials  will  probably  be  glad  to  explain  to  them  just  how  complaints 
are  handled  and  how  the  company  traces  lost  and  damaged  ship- 
ments. 

Exercise  119 — Review 

1.  Two  members  of  the  class  will  impersonate  the  buyer  and 
the  seller  in  each  of  these  situations.    The  conversation  may  be 


LETTERS  OF  CLAIM  AND  ADJUSTMENT       221 

imagined  to  take  place  face  to  face  or  to  be  conducted  over  the 
telephone. 

(a)  The  telephone  company  has  overcharged  you  on  the  monthly 

bill,  as  you  think,  for  some  out-of-town  calls. 

(b)  The  tennis  rackeit  you  bought  of  the  local  dealer  has  broken 

the  first  time  you  used  it.  You  show  the  imperfection 
in  the  wood.  The  dealer  shows  you  in  the  catalogue  that 
rackets  of  that  price  are  not  guaranteed. 

(c)  The  lace  curtains  you  sent  to  the  laundry  two  weeks  ago 

have  not  been  returned.  You  are  very  impatient.  The 
laundryman  explains  that  the  curtains  have  all  to  be 
stretched  on  frames  and  that  he  had  a  good  many  orders 
ahead  of  yours. 

(d)  Your  milkman  has  been  delivering  milk  and  cream  the  last 

three  days  after  your  breakfast  hour  instead  of  before 
breakfast.     Can  he  offer  a  satisfactory  explanation? 

(e)  Your  morning  order  from  the  grocery  and  market  has  not 

been  delivered  at  two  o'clock  though  you  told  the  pro- 
prietor you  were  obliged  to  be  out  after  three  o'clock. 
Can  he  make  a  satisfactory  explanation  and  promise? 

(f)  Your  dressmaker  delivered  Saturday  afternoon  a  dress  you 

wished  to  wear  to  church  on  Sunday.  You  find  it  does 
not  fit  perfectly.     What  should  be  done  about  it? 

2.  The  class  will  criticize  for  clearness  and  courtesy. 

Exercise  120 — Oral  Reports 

1.  Keep  a  record  for  a  week  or  longer  of  all  occasions  in  your  home 
when  there  is  opportunity  for  a  claim  and  of  the  actual  way  in  which 
the  adjustment  was  made  in  each  case.  Were  the  merchants  skillful, 
so  far  as  you  can  judge  from  this  chapter? 

2.  Let  the  class  appoint  a  committee  to  visit  a  grocer,  a  druggist, 
or  a  dry-goods  merchant,  to  learn  what  kinds  of  complaints  are  made 
and  how  they  are  adjusted.  Let  the  committee  note  the  directions 
in  Exercise  118. 

3.  If  you  have  been  employed  in  a  store  or  office  of  any  kind,  try 


222       EFFECTIVE  BUSINESS  COMMUNICATION 

to  make,  under  each  of  the  five  kinds  of  claims  described  in  this 
chapter,  a  hst  of  actual  cases  you  have  observed.  Was  each  adjust- 
ment skillfully  made?     Make  a  report  to  your  classmates. 

4.  Look  over  your  collection  of  business  letters  for  specimens  of 
the  claim  and  adjustment  letters  described  in  this  chapter.  Have 
you  a  sufficient  number  for  a  separate  folder  of  each  kind?  Bring 
the  best  examples  to  class,  and  read  them,  commenting  on  their 
merits  and  defects. 

Exercise  121 

1.  Draw  up  an  outline  of  each  letter  in  this  chapter.  Is  each  well 
planned?    What  is  the  reason  for  the  order  of  the  parts  in  each? 

2.  Write  the  claim  letter  and  let  a  classmate  the  next  day  write  the 
adjustment  letter  to  each  of  the  following.  The  class  will  criticize 
both  for  definiteness  and  courtesy. 

(a)  Mr.  Robert  Mountsier,  122  Connecticut  Avenue,  Cincinnati, 

Ohio,  has  purchased  at  The  Fair,  Market  and  Madison 
Streets,  several  articles  of  haberdasher3\  A  dozen  collars, 
style  Monroe,  size  16,  are  omitted  from  the  delivery. 

(b)  The  telephone  company  a  month  ago  was  requested  to  install 

a  telephone  in  your  home.  The  request  was  made  over 
the  telephone.     Nothing  has  been  done. 

(c)  You  have  now  been  using  the  Washburn  typewriter  for  a 

week  and  find  that  it  is  not  giving  satisfaction.  Write  to 
the  local  agent  of  the  company. 

(d)  The  cord  of  wood  which  you  ordered  from  the  local  coal-and- 

wood  company  proves  to  contain  many  unsound  sticks. 

(e)  The  bill  of  goods  which  you  ordered  ten  days  ago  has  not 

arrived,  though  you  explained  at  the  time  the  demand  for 
haste.  The  shipper  replies  that  shipment  was  made  im- 
mediately, sends  a  tracer,  but  at  once  duplicates  the  order. 

(f)  The  order  from  the  wholesale  grocer  in  the  nearest  large  city 

has  arrived,  but,  in  two  cases  of  jellies  and  jam^s  in  glass 
jars,  many  are  broken.  Be  specific.  The  shipper  replies 
that  they  were  packed  with  great  care  but  off"ers  to  help 
you  with  the  railroad  company.     How  can  he  do  so? 


LETTERS  OF  CLAIM  AND  ADJUSTMENT       223 

(g)  Mrs.  Ida  Sparrow  has  purchased  by  mail  a  Fenway  self- 
filling  fountain  pen.  After  using  it  for  a  week  she  reports 
that  the  point  is  twisted  and  that  she  wants  another  pen 
or  her  money  back.  The  company  replies  that  the  pen 
left  the  office  in  perfect  condition.  It  surmises  that  she 
has  let  it  drop  from  the  table.  What  concession  can  be 
made? 

(h)  Mr.  Homer  D.  Ward  writes  to  the  Perfection  Office  Furni- 
ture Company  that  the  steel  filing  cabinets  sent  him  are 
unacceptable  because  they  are  finished  in  green  when  he 
wanted  oak.  The  company  in  reply  points  out  that  he 
ordered  from  a  catalogue  number  which  designates  olive- 
green  finish.     What  concession  can  be  made? 

(i)  The  Progressive  Grocery  Company  of  Kansas  City,  Mo.,  on 
November  1  sold  Mr.  H.  W.  Fuller  of  Wichita,  Kan.,  a 
bill  of  goods  amounting  to  $92.  The  terms  were  2  per  cent 
discount  10  days,  30  days  net.  On  December  10  Mr. 
Fuller  remits  $90.16.  The  company  cannot  allow  this 
discount. 


CHAPTER  XX 
ARGUMENT 

126.  Purposes  of  Argument. — Wherever  men — or  women 
— come  together,  before  long  someone  will  be  trying  to  induce 
another  to  agree  with  him  or  to  do  something  he  wishes  done. 
That  is,  someone  will  try  to  convince  or  persuade.  In  business, 
just  as  in  social  life,  such  conversations  must  never  descend 
into  wrangling  or  commanding.  To  accomplish  one's  purpose 
several  cautions  must  be  observed. 

127.  The  proposition. — 1.  Make  sure  that  you  under- 
stand the  exact  question  under  discussion.  The  best  way  of 
testing  it  is  to  reduce  it  to  a  proposition.  A  proposition  is  a 
complete  sentence  stating  the  point  in  dispute.  It  can  conse- 
quently (1)  state  only  one  matter  and  (2)  make  only  affirmative 
declarations.  Otherwise  both  you  and  your  opponent  will  find 
yourselves  so  confused  that  you  cannot  tell  where  you  stand. 

Wrong: 

You  should  buy  a  vacuum  cleaner  and  send  your  clothes 
to  the  laundry. 

Right: 

You  should  buy  a  vapuum  cleaner.     (The  laundry  ques- 
tion can  be  settled  later.) 

Wrong: 

The  school  should  not  keep  pupils  in  later  than  four. 

Right: 

The  school  should  dismiss  all  pupils  at  four. 
224 


ARGUMENT  225 

Exercise  122 

Frame  an  acceptable  proposition  on  each  of  these  subjects: 

work  school  study  hall 

war  industry  football 

money  moving  pictures  auditorium 


128.  Definitions. — 2.  Make  sure  that  both  you  and  your 
opponent  understand  all  the  important  words  in  the  proposi- 
tion. For  example,  the  buying  of  a  vacuum  cleaner  would 
depend  to  a  great  extent  on  whether  it  is  electrically  driven 
or  hand-power.  The  kind  you  have  in  mind  should  be  de- 
fined at  once. 


Exercise  123 

Taking  three  of  the  propositions  you  have  framed  in  Exercise  122, 
define  any  terras  that  could  possibly  be  misunderstood. 


129.  The  Issues. — 3.  Think  out  clearly  the  points  at  issue. 
If  you  are  trying  to  sell  an  electrically  driven  cleaner,  the  first 
point  to  determine  is  whether  the  house  has  electricity.  If  it 
has,  the  second  point  would  be  the  question  of  usefulness. 
A  third  would  be  the  price.  A  fourth  might  be  the  cost  of 
up-keep.  The  only  way  to  discover  these  questions  that  have 
to  be  settled  is  to  put  yourself  in  the  position  of  the  one  who 
is  considering  the  purchase.  Ask  yourself  questions.  Think 
the  matter  through  to  the  end.  Possibly  a  pencil  and  paper 
will  help  you  to  cover  the  situation.  If  you  find  that  you 
haven't  enough  knowledge  of  the  subject,  study  it  until  you 

IS 


226       EFFECTIVE  BUSINESS  COMMUNICATION 

know  it  thoroughly.    You  cannot  discuss  matters  you  do  not 
thoroughly  understand. 


Exercise  124 

Taking  one  of  the  propositions  in  Exercise  122,  draw  up  three 
issues,  or  questions  that  have  to  be  settled.  Let  these  be  placed  on 
the  board  or  presented  to  the  class  in  some  other  way.  Then  let 
the  class  decide  (1)  which  of  all  those  presented  are  the  three  most 
important  issues;  (2)  which  member  found  the  most  fundamental 
issues. 


130.  The  Order  of  Parts. — 4.  Arrange  the  separate  argu- 
ments that  you  discover  in  such  an  order  that  they  will  be 
most  convincing  to  the  person  or  group  you  are  talking  to. 
If  there  is  not  a  naturally  logical  order,  place  the  strongest 
argument  last.  Some  striking  argument  should,  however, 
open  the  discussion. 


Exercise  125 

Taking  the  issues  settled  upon  in  Exercise  124,  arrange  them  in 
the  best  order.  Explain  why  you  consider  this  order  the  most 
convincing. 


131.  Proof. — 5.  Support  each  argument  with  proof.  In 
debate  mere  assertion  is  worth  nothing.  Some  arguments  can 
be  reasoned  out.  For  example,  you  might  sit  at  home  and 
reason  out  which  would  be  the  quickest  way  to  go  to  the  post- 
office.    By  one  way,  you  might  go  straight  down  one  street, 


ARGUMENT  227 

turn  at  a  corner,  and  then  go  straight  down  a  second.  By 
another  way,  you  might  have  more  corners  to  turn,  but  might 
also  be  able  to  cut  across  squares,  vacant  lots,  or  a  park,  and 
thereby  save  time.  But  you  could  also  bring  evidence  by 
taking  the  trip  both  ways  and  keeping  an  exact  record  of  the 
time  consumed.  Most  arguments  have  to  be  supported  by 
such  use  of  evidence;  that  is,  by  facts,  figures,  illustrations, 
demonstrations.  To  prove  that  a  vacuum  cleaner  would  be 
useful,  a  brief  explanation  of  why  it  cleans  thoroughly  would 
help  to  convince,  but  a  demonstration  of  one  in  actual  opera- 
tion would  bring  full  belief. 


Exercise  126 

1.  One  of  the  best  ways  to  begin  arguing  is  to  study  the  advan- 
tages and  disadvantages  of  the  proposed  action.  Select  some  calling, 
such  as  secretarial  work,  accountancy,  salesmanship,  or  law,  medi- 
cine, teaching,  and  discuss  its  advantages  and  disadvantages  with 
regard  to: 

(a)  Training  required 

(b)  Ability  needed  in  the  calling 

(c)  Working  conditions 

(d)  Opportunity  for  advancement 

(e)  Rewards  of  success 

(f)  Service  to  the  community 

2.  What  proof  have  you  of  these  advantages  and  disadvantages? 

Exercise  127 

1.  Selecting  one  of  the  propositions  below,  think  out  what  you 
consider  the  most  important  issue.  Then  gather  all  the  -proof  you 
can  find. 


228       EFFECTIVE  BUSINESS  COMMUNICATION 

(a)  Every  high  school  should  offer  courses  in  typewriting  and 

stenography. 

(b)  Every  girl  in  high  school  should  take  cooking  and  sewing. 

(c)  Any  pupil  making  85  per  cent  in  any  subject  at  the  end  of  the 

term  should  be  excused  from  the  final  examination  in  that 
subject. 

(d)  Every  boy  should  take  manual  training  before  graduating 

from  high  school. 

2.  How  much  of  the  proof  is  reasoning?  How  much  is  evidence? 
What  kinds  of  evidence  do  you  find?  Let  the  class  decide:  (1) 
Who  has  the  most  fundamental  issue?  (2)  Who  has  the  fullest, 
most  convincing  proof? 


132.  Refutation. — 6.  Think  out  the  arguments  of  your  op- 
ponents and  the  kind  of  answers  they  will  make  to  your  argu- 
ments. Unless  you  can  meet  their  arguments  and  objections, 
you  can  have  no  hope  of  inducing  them  to  take  your  point  of 
view.  If  the  customer  argues  that  he  could  not  take  care  of  a 
vacuum  cleaner,  you  may  reply  that  it  requires  no  care  except 
emptying  the  dust  bag  (you  can  demonstrate  how  easy  that 
is),  and  oihng  the  machine  every  time  it  is  used  (which  you 
can  also  demonstrate).  If  the  customer  objects  to  the  price 
as  too  high,  you  can  suggest  a  plan  of  monthly  or  weekly 
payments. 


Exercise  128 


Taking  the  same  proposition  as  in  the  last  exercise,  think  out  the 
most  fundamental  argument  of  your  opponent,  and  the  strongest 
objection  to  your  own  arguments.  What  answer  can  you  find  to  this 
objection?    Let  the  class  decide:     (1)  Who  has  the  most  funda- 


ARGUMENT  229 

mental  issue?     (2)  Who  has  the  best  objection?     (3)  Who  has  the 
best  answer  to  an  objection? 


133.  The  Brief. — 7.  The  best  way  to  test  your  arguments 
and  their  arrangement  is  by  an  outline.  In  such  an  outline, 
every  heading  should  be  a  complete  sentence,  and  all  proof, 
whether  reasoning  or  evidence,  should  be  placed  in  subhead- 
ings introduced  by  for.    For  example : 

I.  A  vacuum  cleaner  would  be  very  useful,  for 

A.  It  cleans  everything  so  thoroughly  that  no  dusting  is 

necessary,  for 

1.  It  cleans  carpets  and  rugs,  for 

(a)  It  draws  the  dust  with  the  air  through  the 

carpets  into  the  bag. 

(b)  The  demonstration  shows  this. 

2.  It  cleans  upholstery,  for 

(a)  An  attachment  can  be  moved  easily  over  the 

upholstery. 

(b)  A  demonstration  proves  this. 

3.  It  cleans  hangings,  for 

(a)  The  attachment  can  be  moved  up  and  down 

portieres  and  other  hangings. 

(b)  A  demonstration  proves  this. 

B.  It  cleans  with  much  less  effort  than  a  broom  or  carpet- 

sweeper,  for 

1.  All  the  real  work  is  done  by  the  motor  and  fan. 

2.  A  demonstration  by  the  housewife  proves  this  to  her 

satisfaction. 

In  your  actual  speaking  you  may  wish  to  follow  the  reverse 
order  to  the  one  set  down.  You  may  wish  to  present  the 
evidence  first  and  then  announce  the  general  statement  or 
conclusion.    But  the  preliminary  testing  is   never  certain 


230       EFFECTIVE  BUSINESS  COMMUNICATION 

unless  you  follow  the  order  just  illustrated,  and  no  argument 
is  safe  until  it  is  tested. 


Exercise  129 

Select  one  of  the  propositions  below  on  which  you  have  definite 
knowledge  or  which  you  can  study  up  easily;  (1)  proceed  as  in  Exer- 
cises 124  and  127  to  find  the  three  strongest  arguments  on  each  side; 
(2)  draw  up  an  outline  of  these  arguments,  making  sure  that  the 
form  is  correct  in  every  way;  (3)  would  you  in  speaking  present  the 
argument  in  the  same  or  the  reverse  order? 

1.  Mail-order  houses  are  beneficial  to  the  country. 

2.  Bill-boards  should  be  prohibited  along  roadways. 

3.  All  postmasters  should  be  appointed  from  a  civil  service  list. 

4.  Every  girl  should  be  able  to  earn  her  own  living. 

5.  Bargain  sales  are  necessary  to  maintain  business. 

6.  Advertising  increases  the  cost  of  goods. 

7.  Every  pupil  should  take  a  course  in  salesmanship. 


134.  Debating. — 8.  The  best  way  to  conduct  a  debate  in 
class  is  to  organize  the  class  into  a  society.  Often  the  teacher 
does  not  wish  to  serve  as  chairman.  She  will  then  ask  for 
nominations  of  officers:  a  president,  a  vice-president  if  there 
are  to  be  several  such  meetings,  a  secretary,  and  in  some  few 
cases,  a  treasurer  to  collect  dues. 

If  a  debating  society  is  formed,  the  president  should  ap- 
point a  committee  to  draw  up  a  constitution  and  a  set  of  by- 
laws. This  document  should  specify  an  order  of  business 
for  each  meeting,  as: 

1.  Call  to  order. 

2.  Reading  of  reports,  as  the  secretary's  minutes  of  the 

preceding  meeting. 


ARGUMENT  231 

3.  The  presentation  and  discussion  of  committee  reports. 

4.  Conclusion  of  business  that  was  not  completed  at  the 

previous  meeting, 

5.  New  business. 

6.  Program  of  the  day,  which  would  include  the  debate 

and  the  decision. 

7.  Adjournment. 

Unless  this  set  order  is  followed,  a  great  deal  of  time  will 
be  wasted  in  accomplishing  nothing.  It  is  the  duty  of  the 
president  to  see  that  the  business  of  the  meeting  is  dispatched 
quickly.  He  should  become  familiar  with  some  book  of  par- 
liamentary practice,  as  Robert's  "Rules  of  Order." 

In  the  debate  itself  the  affirmative  opens  the  argument 
and  closes  it.  Usually  the  closing  speeches  are  made  by  the 
leader  of  each  side,  the  negative  summing  up  for  his  side,  and 
the  affirmative  closing  the  whole  argument.  It  is  customary 
to  have  three  judges.  The  one  first  named  acts  as  chairman. 
He  may  have  each  judge  ballot  separately  or  may  call  the 
judges  into  consultation  before  announcing  the  decision. 


Exercise  130 

1.  Hold  a  debate  on  one  or  more  of  the  propositions  below.  The 
teacher  may  perhaps  assign  certain  pupils  as  leaders  and  let  them 
select  the  affirmative  and  negative  teams.  Or  the  teacher  may  per- 
haps appoint  all  of  the  speakers.  The  judges  may  be  classmates, 
invited  pupils,  or  invited  teachers. 

(a)  A  subsidy  is  necessary  to  maintain  the  merchant  marine  of 

the  United  States. 

(b)  The  city  should  own  the  electric  light  and  power  plant. 

(c)  The  government  should  own  and  operate  the  telegraph  and 

telephone  lines. 


232       EFFECTIVE     USINESS  COMMUNICATION 

(d)  Labor  unions  benefit  the  public. 

(e)  The  United  States  should  maintain  a  larger  standing  army. 

(f)  Universal  military  training  is  necessary  to  our  safety. 

(g)  Profit  sharing  should  be  introduced  into  every  kind   of 

business, 
(h)  The  study  of  mathematics  in  high  school  should  be  optional. 
(i)    Latin  should  be  required  for  graduation  from  high  school. 

Let  the  class  be  divided  into  committees  to  consider: 

(1)  The  delivery  of  the  speeches. 
Distinctness  of  utterance. 
Posture  and  gesture. 
Fluenc}^,  lack  of  hesitation. 

(2)  The  form  of  the  speeches: 

Were  the  beginning  and  the  end  clear  and  forceful? 
Were  the  transitions  so  clear  that  each  argument  stood  out 
distinctly? 

(3)  The  proof: 

Did  any  speaker  deal  in  mere  assertions?     Point  out 

exactly  how. 
Who  gave  the  most  convincing  proof?     What  made  it 

particularly  forceful? 

2.  Additional  subjects  for  debate  may  be  selected  from  the  fol- 
lowing : 

(a)  The  city  manager  plan  is  the  best  form  of  city  government. 

(b)  The  short  ballot  should  be  adopted  in  this  state. 

(c)  This  state  should  adopt  a  higher  educational  qualification  for 

suffrage. 

(d)  This  state  should  prohibit  women  and  girls  from  working  at 

night. 

(e)  This  state  should  require  all  children  to  remain  in  school 

until  they  are  sixteen. 

(f)  A  tax  on  incomes  is  the  best  form  of  taxation. 

(g)  Salaries  should  vary  according  to  the  purchasing  price  of  the 

dollar, 
(h)   This  state  should  open  a  bank  to  lend  money  at  lower  rates 
of  interest. 


ARGUMENT  233 

(i)  The  United  States  is  justified  in  participating  in  European 
affairs. 

(j)  The  future  of  manufactures  in  the  United  States  lies  in 
cultivating  South  American  markets. 

(k)  Trade  acceptances  should  be  required  in  settling  all  debts 
between  retailer  and  wholesaler. 

(1)  The  state  forestry  department  should  allow  no  trees  less 
than  nine  inches  in  diameter  to  be  cut. 

(m)  The  best  preparation  for  business  is  actual  business  expe- 
rience. 

(n)  Every  school  should  provide  a  course  in  current  events. 

(o)  The  course  in  literature  should  include  a  study  of  modern 
drama. 


CHAPTER  XXI 
CREDIT  LETTERS 

135.  Credit.  — Hardly  a  business  house  in  the  country  buys 
goods  on  a  strictly  cash  basis.  Credit  is  much  more  conven- 
ient. A  man  ,can  lay  in  a  stock  of  hats  and  caps  on  the  first 
of  the  month  for  $50,  with  the  privilege  of  paying  for  it  on 
the  first  of  the  next  month.  This  is  called  an  o'pen  account. 
By  the  end  of  the  month  the  merchant  has  sold  the  stock  for 
$75,  with  which  he  can  lay  in  a  still  larger  stock  of  any  goods 
his  trade  may  demand.  This  sale  of  the  stock  is  called  turn- 
over. 

The  terms  on  which  goods  are  sold  on  open  account  depend 
to  some  extent  on  the  quickness  of  the  turnover.  Some 
dealers  in  provisions  permit  only  a  week  to  elapse  before  pay- 
ment. Some  dealers  in  silks,  on  the  other  hand,  permit  six 
months  to  elapse.  The  usual  terms  are  cash  in  30  days,  with 
a  discount  or  reduction  of  2  per  cent  if  payment  is  made  in 
10  days. 

To  secure  credit,  however,  the  merchant  must  satisfy  the 
wholesale  dealer  from  whom  he  buys  that  he  is  able  and  will- 
ing to  pay.  For  credit  is  the  foundation  upon  which  the  whole 
edifice  of  modern  business  is  reared.  If  it  fails,  as  it  does  in 
times  of  panic,  business  comes  to  a  standstill.  Consequently, 
when  an  order  without  payment  in  full  is  received  from  some- 
one unknown,  most  houses  seek  information  in  regard  to  the 
prospective  purchaser's  character  and  ability  to  pay. 
Whether  the  house  will  grant  credit  depends  upon  three 
things:  (1)  the  amount  of  money  the  merchant  has  invested 

234 


CREDIT  LETTERS  235 

in  the  business,  or  his  capital;  (2)  his  integrity  and  resolution, 
or  his  character;  and  (3)  his  keenness  as  a  business  man  and 
the  chances  for  making  money  in  his  locahty,  or  his  capacity. 
Where  the  business  is  well  established  and  of  some  size,  an 
estimate  or  rating  will  be  found  in  the  national  reports  of 
Dun  or  Bradstreet  or  in  those  of  smaller  mercantile  agencies. 
When  the  merchant  is  not  listed  in  such  reports,  the  whole- 
sale house  usually  requests  from  the  merchant  information 
as  to  his  standing,  which  is  more  or  less  detailed  according  to 
the  nature  of  the  case. 

136.  Opening  an  Account. — The  proper  way  to  secure 
credit  is  to  request  permission  to  open  an  account.  The 
following  letter  was  successful  : 

Shreveport,  La.,  April  20,  1920 

The  Harper  Drug  Company 
122  Canal  Street 
New  Orleans,  La. 

Gentlemen: 

I  have  purchasotd  Ihe   business  of  Smith  and  Fowle  of 
this  town,  and  wish  to  open  an  account  with  your  house.  For 
four  years  I  was  in  the  employ  of  the  Central  Drug  Company 
of  Houston,  Texas,  to  whom  I  refer  you  for  my  business 
ability.  For  my  financial  standing  you  may  consult  the  First 
National  Bank  of  Shreveport. 

If  on  investigation  you  decide  to  accept  my  orders, 
please  let  me  know  what  terms  you  can  offer  me.   If  you  can 
forward  the  enclosed  order  -early  in  May,  I  shall  be  pleased. 

Very  truly  yours, 
A.  U.  Moody 


137.  Granting  Credit. — The  letter  above  was  successful 
because  the  writer's  former  employers  held  him  in  high  esteem 
and  relatives  in  the  bank  were  willing  to  advance  him  money. 
But  credit  is  not  granted  lightly.     Let  us  suppose  that  the 


236       EFFECTIVE  BUSINESS  COMMUNICATION 

young  man  had  given  no  references.  The  wholesale  house 
would  then  have  had  to  proceed  more  cautiously,  but  just  as 
cordially.  Note  the  care  and  courtesy  of  the  following  letter. 
There  is  no  wavering  in  the  request,  but  the  tone  is  friendly. 

THE  HARPER  DRUG  COMPANY 

Wholesale  Drugs 

122  Canal  Street 

New  Orleans 

Louisiana 

June  10,   1930 

Ur.   A.   H.   Evans 
Yazoo  City,  Mlse. 

Dear  Sir: 

It  givea  ua  pleasure  to  acknowledge  yo'or  Initial 
order,  which  has  been  referred  to  the  Credit  Department. 

Our  records  show  that  ife  have  not  dealt  with  you 
previously.   As  a  considerable  time  is  necessary  to  obtain 
credit  Information  through  the  usual  channels  open  to  us, 
we  would  suggest  that  you  send  as  references  the  ncunes  of 
several  concerns  with  whom  you  are  now  dealing  on  open 
account. 

If  you  are  in  Immediate  need  of  the  goods,  perhaps 
you  will  prefer  to  make  an  advance  remittance  for  this  order. 

At  the  same  time  you  might  send  the  references 
requested.  We  could  then  investigate  them  carefully  with  a 
view  to  establishing  your  credit  so  we  can  accept  your 
future  orders  on  open  account  without  further  question. 

Very  truly  yours. 

The  Harper  Drug  Company 

by  S.  L.  UcCumber 


138.  Refusing  Credit. — So  important  is  credit  that  large 
companies  frequently  give  friendly  advice  to  their  customers. 
The  interests  of  wholesaler  and  retailer  are  really  identical. 
The  wholesale  house  can  flourish  onlj-  as  its  customers  are 
prosperous.  Any  assistance  the  more  experienced  firm  can 
furnish  will  therefore  help  both. 


CREDIT  LETTERS  237 

The  particular  point  of  the  letter  below  is  discount.  Dis- 
count is  the  deduction  from  accounts,  bills,  charges,  and  the 
hke,  allowed  when  payments  are  made  within  a  specified  time. 
Occasionally  the  "specified  time"  is  upon  the  receipt  of  the 
commodity,  but  usually  a  longer  period  is  granted.  (See 
page  234.)  It  is  obvious  that  if  a  merchant  has  a  monthly 
turnover,  and  discounts  each  month  at  2  per  cent,  he  will  in 
a  year  be  making  24  per  cent  on  the  money  invested.  In  the 
following  letter,  could  the  partners  resent  this  friendly  advice? 

THE  HARPER  DRUG  COMPANY 

Wholesale  Drugs 

122  Canal  Street 

New  Orleans 

Louisiana 

June  12,  1920 
Messrs.  Bishop  and  Hume 
Laurel,  Mississippi 

Gentlemen : 

Your  good  order  of  June  5  is  much  appreciated.  We  also  thank 
you  for  the  financial  statement  you  so  kindly  enclosed. 

After  carefully  considering  your  interests,  and  how  we  can  best 
serve  them,  we  question  the  advisability  of  shipping  this  entire  order 
at  once. 

You  are  but  a  few  hours  away  from  us.  A  letter  or  a  wire  will 
bring  prompt  shipment  of  any  goods  you  may  need. 

One  of  the  hardest  tasks  in  the  world  for  a  young  firm  is  to  pro- 
gress under  a  heavy  debt.  We  want  j^ou  to  succeed — we  are  sincere 
in  our  desire  to  serve — we  want  to  merit  your  confidence,  but  we  feel 
that  it  would  be  nothing  short  of  injury  to  "saddle  your  backs"  with 
a  load  of  goods  you  do  not  need. 

By  keeping  j- our  stock  dowoi  to  actual  needs,  you  keep  down  over- 
head expenses,  interest,  and  make  possible  quick  turnovers.  The 
more  times  you  turn  over  j-our  stock,  the  greater  are  j^our  profits. 

You,  we  believe,  will  see  that  we  are  acting  for  your  interest  in 
suggesting  that  you  reduce  the  size  of  this  order  to  say,  1300.    This 


238       EFFECTIVE  BUSINESS  COMMUNICATION 

will  still  give  you  some  of  every  number,  so  you  will  be  able  to 

supply  fully  the  demands  of  your  trade. 

Remember,  we  are  acting  for  your  welfare.    Your  firm  is  good  and 

we  would  get  every  cent  of  the  money  for  this  order,  but  we  want  to 

discourage  the  debt  habit  and  encourage  the  discount  desire. 
Use  the  inclosed  stamped  envelope  to  tell  us  your  views  on  the 

course  we  recommend. 

Cordially  yours, 

The  Harper  Drug  Company 

by  S.  L.  McCuMBER 


Exercise  131 

1.  You  own  a  grocery  store  at  Rushville,  Ga.  Order  of  Swift  and 
Company,  Macon,  Ga.:  100  lbs.  of  premium  ham;  100  lbs.  of  salt 
bacon;  25  lbs.  of  fancy  meats,  assorted;  3  cases  of  laundry  soap;  1 
case  of  toilet  soap.     Give  full  shipping  directions. 

2.  Write  a  reply  from  Swift  and  Company,  acknowledging  the 
order  but  inquiring  how  the  Rushville  man  is  going  to  pay  for  the 
goods.  In  the  letter  suggest  a  certified  check  for  the  present  order, 
and  the  names  of  two  references  for  future  orders.  Explain  that 
terms  are  now  cash  weekly  because  the  profit  per  sale  is  so  low  that 
a  quick  turnover  is  necessary.  Make  a  credit  connection  seem  very 
important  to  the  new  customer.  Be  sure  to  make  the  tone  of  the 
letter  cordial. 

3.  S.  M.  Kendrick  adds  a  farm  implement  department  to  his 
hardware  store  at  Boothville,  Kan.  He  orders  from  Studebaker, 
South  Bend,  Ind.:  3  light  farm  wagons;  5  heavy  farm  wagons;  5 
extra  front  and  rear  wheels  for  each  kind;  3  buggies;  a  phaeton;  a 
surrey;  and  a  dozen  whips.  He  gives  catalogue  numbers  for  each 
item.  He  names  two  references,  says  he  wishes  to  open  an  account, 
and  asks  for  terms. 

4.  The  Studebaker  firm  replies  after  investigation  that  its  terms 
are  60  days,  with  3  per  cent  for  cash  in  10  days.  The  writer  speaks 
of  the  firm's  experience  of  65  years  and  his  168  acres  of  factory  space. 
He  asks  if  he  may  enter  Mr.  Kendrick's  name  in  his  books  on  the  terms 
stated.    Can  you  make  this  a  welcome  without  seeming  too  eager? 


CREDIT  LETTERS  239 

6.  The  Studebaker  firm  thanks  Mr.  Kendrick  for  the  order  and 
sends  a  blank  on  which  to  make  out  a  statement  of  his  assets  and 
liabihties.  The  letter  explains  that  the  company  finds  that  many 
customers  prefer  giving  in  such  first-hand  information  to  trusting 
their  credit  standing  to  roundabout  reports.  The  letter  concludes 
with  a  statement  of  the  company's  unrivaled  means  of  supplying 
all  vehicles. 

3.  After  study  of  the  report  of  Mr.  Kendrick,  the  Studebaker 
correspondent  writes  Mr.  Kendrick  that  the  latter  does  not  seem 
to  have  sufficient  capital  to  open  the  proposed  department.  The 
letter  suggests  that  he  find  someone  to  invest  $2,000  in  the  business. 
It  emphasizes  the  friendly  spirit  in  which  this  suggestion  is  made. 

7.  A  small  concern,  called  the  New  York  Clothing  Shop,  at  Meno- 
shaw,  Idaho,  writes  to  the  Regal  Tailoring  Company,  State  and 
Randolph  Streets,  Chicago,  111.,  that  it  is  the  only  clothing  store  in 
the  county  and  wishes  to  lay  in  a  stock  for  the  season.  It  orders: 
100  suits,  sizes  32  to  42;  100  boys'  suits,  sizes  12  to  18;  and  50  over- 
coats.    It  gives  three  references.    Write  the  letter. 

8.  The  Regal  Tailoring  Company  writes  to  one  of  its  traveling 
salesmen,  Samuel  Upton,  at  the  Broadwaj^  Hotel,  Boise,  Idaho,  en- 
closing the  letter  of  the  New  York  Clothing  Shop  and  asking  him  to 
investigate.     Write  the  letter. 

9.  Samuel  Upton  replies  that  he  visited  Menoshaw  on  Monday, 
that  the  proprietor,  Milton  Lee,  had  only  one  clerk,  and  that  he 
(Upton)  had  plenty  of  time  to  talk  to  Lee.  The  shop  had  been  open 
for  only  a  short  time  and  the  proprietor  seemed  unduly  hopeful 
about  the  future.  The  local  bank  did  not  know  him  very  well. 
Write  the  report. 

10.  The  Regal  Tailoring  Company  suggests  to  Mr.  Lee  that  he  cut 
down  his  order  about  half  and  pay  for  his  first  order  by  certified 
check.  Try  to  speak  in  so  cordial  a  way  about  the  prospects  at 
Menoshaw  and  so  glowingly  about  Regal  service  that  he  will  act 
upon  the  suggestion. 


139.  Extension  of  Time. — Should  a  merchant  find  that 
he  is  unable  to  pay  at  the  time  the  bill  falls  due,  his  proper 


240       EFFECTIVE  BUSINESS  COMMUNICATION 

course  would  be  to  request  an  extension  of  time  and,  if  it  is 
possible,  to  give  honestly  the  reason.  The  creditor  can  then 
see  the  justice  of  the  request.    The  following  is  an  illustration : 

Salem,  IJebraska 
January  10,  1920 

Messrs.  Owens  and  Davis 
117  State  Street 
Chicago,  Illinois 

Gentlemen: 

The  enclosed  clipping  will   shotr  that  my  stock  of  goods 
has  been  seriously  damaged  by  fire.     Until   the  insurance 
adjuster   shall  have  completed  his   investigation,    I   shall  be 
unable  either  to  hold  a  sale  to  dispose  of  what   is  left  or 
to  order  a  new  stock. 

Meanwhile,    I   should  appreciate   the   kindness  of  an  exten 
8lon  of  thirty  days  on  the  bills  falling  due  on  January  12 
and  January  20.     The  extension  will  enable  me  to  so  adjust 
my  affairs  as  to  meet  these  obligations. 

Yours  v-ery  truly, 
W.  H.  Alston 


Exercise  132 

1.  Write  to  your  grocer,  asking  for  a  two  weeks'  extension  of  time. 
On  what  grounds? 

2.  Hand  your  letter  to  a  classmate.  If  he  takes  the  place  of  j^our 
grocer  and  thinks  your  reasons  sufficient,  he  will  courteously  grant 
the  request.  If  he  thinks  you  are  not  justified,  he  will  suggest  part 
payments.     How  can  he  make  this  reply  friendly  yet  persuasive? 

3.  John  L.  Bowman,  Gainesville,  Tex.,  writes  to  Selwyn  and  Com- 
pany, St.  Louis,  Mo.,  explaining  that  the  failure  of  the  cotton  crop 
has  made  collections  very  slow  and  asking  that  he  be  allowed  30 
days  longer  on  a  bill  of  $348.50.  Can  you  make  this  frank  and  per- 
suasive? 

4.  Let  a  classmate  reply  for  SelwjTi  and  Company.  He  will  ad- 
mit that  trade  is  dull  in  your  section,  but  he  will  suggest  that  your 
excellent  standing  with  the  Farmers'  State  Bank  of  Gainesville  will 


CREDIT  LETTERS  241 

enable  you  to  borrow  the  sum.  He  will  give  as  the  reason  for  this 
request  the  fact  that  the  rising  cost  of  labor  and  raw  materials  makes 
it  essential  to  collect  bills  as  they  become  due  in  order  to  keep  down 
the  costs  to  merchants.     How  can  you  make  this  friendly  but  firm? 

5.  H.  J.  Kelley  writes  his  dry-goods  merchant  (use  a  local  name), 
to  whom  he  owes  $37.50,  asking  for  an  extension  of  30  days.  He 
gives  no  reason  and  does  not  explain  how  he  will  be  able  to  pay  next 
month. 

6.  Let  a  classmate  reply  for  the  merchant.  He  knows  that  Mr. 
Kelley  has  not  been  delinquent  since  he  opened  an  account  a  year 
ago.    What  will  be  the  proper  repl}'? 

7.  The  merchant  knows  that  Mr.  Kelley  is  behind  in  his  payments 
at  several  stores  and  that  he  has  of  late  been  spending  money  rather 
freely.     What  would  be  a  proper  but  tactful  reply? 

8.  Mr.  Amos  L.  Fortner,  a  druggist  of  Longview,  Colo.,  is  a  recent 
customer  of  the  Roitan  Company  of  Denver.  He  now  orders  $217 
of  new  stock,  though  he  has  an  account  of  SI  97.50  now  30  days  past 
due.  Write  a  courteous  letter  suggesting  that  he  settle  the  old  ac- 
count before  you  ship  the  new  order.  Can  you  make  it  clear  that 
you  are  seeking  his  interest? 

9.  Mr.  Saul  Thompson  writes  his  grocer  that  he  has  been  ill  for 
two  weeks.  He  asks  for  a  two  weeks'  extension  because  he  has  lost 
the  wages  of  the  last  fortnight. 

10.  Write  a  sympathetic  letter  granting  the  request. 

i6 


CHAPTER  XXII 
COLLECTION  LETTERS 

140.  Reason  for  Collection  Letters. — Many  merchants 
and  many  customers  of  retail  stores  do  not  take  the  trouble 
to  ask  for  an  extension  of  time.  They  adopt  the  policy  that 
it  is  better  to  let  the  other  fellow  do  the  worrying.  Assuming 
that  it  is  the  business  of  the  creditor  to  collect,  they  force  him 
to  make  all  the  moves.    Such  debtors  may  be: 

1.  Those  who  are  slow  but  who  can  and  will  pay  in  the 

end. 

2.  Those  who  are  prevented  by  misfortune  from  paying 

promptly. 

3.  Those  who  will  not  pay  until  they  are  forced  to. 

Collection  letters  are  written  to  persuade  someone  in  one 
of  these  classes  to  pay.  To  determine  in  which  of  the  three 
classes  the  customer  belongs  is  always  important  but  often 
difficult. 

141.  Purpose. — The  difficulty  is  increased  by  a  necessity 
which  a  collection  letter  must  meet.  It  must  not  only  get 
the  money  but  keep  the  customer.  To  collect  the  debt  but 
lose  all  chance  of  future  profit  from  that  customer  would  be 
very  poor  business.  To  fail  to  collect  the  money  would  bring 
the  house  itself  into  bankruptcy.  The  writer  of  a  collection 
letter,  therefore,  peeds  to  be  very  diplomatic,  to  know  men 
and  women  well,  and  to  have  command  of  the  methods  of 
persuasion. 

242 


COLLECTION  LETTERS  243 

The  plan  of  a  collection  letter  requires  careful  consideration 
of  the  effect  on  the  reader.  It  will  accordingly  vary  with  the 
kind  of  person  addressed.  How  does  each  letter  in  this  chap- 
ter begin?  Is  it  courteous  throughout?  Does  it  anywhere 
mention  unpleasant  matters?  How  does  each  letter  end: 
with  a  requirement  upon  the  debtor,  with  a  description  of 
other  goods  for  sale,  or  with  some  pleasant  reference  to  the 
future?  The  problem  always  is:  "Which  shall  I  make  more 
prominent — getting  the  money  or  keeping  the  friendship  of 
the  customer?"  The  beginning  and  the  end  are  the  most 
important  places.  The  request  for  money  can  be  made  less 
emphatic  by  putting  it  at  the  beginning  or  end  of  some  central 
paragraph.  The  least  emphatic  position  would  be  in  the 
middle  of  a  paragraph.  How  many  of  these  plans  are  followed 
in  the  letters  in  this  chapter? 

142.  Keeping  the  Customer. — To  keep  the  customer's 
friendship  the  language  of  the  letter  must  be  weighed  with 
great  care.  No  phrase  should  be  used  which  may  give  offense. 
A  man  owing  a  sum  of  money  is  likely  to  have  a  very  tender 
pride.  To  call  the  sum  a  "  debt "  or  to  refer  to  him  as  a  "  deb- 
tor" is  sure  to  wound.  Even  to  say  you  do  not  doubt  his 
honesty  is  likely  to  wound.  To  tell  him  his  credit  is  not  good 
would  be  an  insult.  It  is  much  better  to  employ  the  most 
courteous  circumlocutions.  If  the  delinquent  is  treated  like 
a  perfectly  honest  man,  he  is  likely  to  be  ashamed  not  to  act 
the  part.  Instead  of  saying,  "Why  don't  you  pay  our  past- 
due  bill  of  $22.15?"  say:  "Doubtless  you  have  overlooked 
our  invoice  of  July  5,  which  amounts  to  $22.15.  On  our  net 
60  days'  basis  this  became  due  September  3.  If  you  find  our 
invoice  correct,  an  early  payment  will  be  appreciated."  Even 
if  he  neglects  to  heed  this  gentle  reminder,  you  need  not  tell 


244       EFFECTIVE  BUSINESS  COMMUNICATION 

him  that  he  is  slow  pay  .or  a  bad  debt.    The  following  letter 
is  more  effective  because  it  gives  him  every  chance  to  explain. 

On  September  10  we  wrote  you  concerning  your  over- 
due account  of  July  5  amounting  to  |22.15. 

Possibly  you  have  some  reason  for  withholding 
payment.  In  which  case  we  would  be  very  glad  to  have  you  write 
us  about  It.   Otherwise  we  shall  expect  Immediate  payment  of 
the  Invoice. 

A  very  definite  demand  can  be  made  without  using  harsh 
language.  To  be  clear  one  need  not  be  severe.  The  simple 
statement  of  facts,  without  any  undignified  loss  of  temper, 
has  unmistakably  more  force  than  abusive  language.  Study 
the  following  letter  sent  out  10  days  after  the  one  just  above: 

Up  to  this  writing  no  answer  has  been  received  to 
our  letters  of  September  10  and  20  requesting  payment  of  our 
overdue  invoice  of  July  5  for  $22.15. 

The  material  Involved  in  this  transaction  was 
shipped  to  you  in  good  faith  and  payment  for  It  was  arranged 
on  definite  terms,  which,  in  fairness  to  our  many  other  good 
customers,  should  be  without  exception  lived  up  to. 

We  do  not  feel  that  we  can  allow  you  a  further 
extension  of  time  on  this  account  and  request  that  you  send 
us  your  check  for  |22.15  to  be  received  here  not  later  than 
Monday,  October  7. 

If  in  extreme  cases  a  sharp  expression  must  be  used,  a  single 
one  in  the  course  of  a  letter  will  have  more  weight  than  a 
dozen.  The  collection  letter  can  make  a  perfectly  definite 
demand  without  forgetting  to  be  courteous. 

To  avoid  offense  is  not  the  only  way  to  keep  the  customer. 
You  can  suggest  your  friendship  for  him  positively.  You  can 
thank  him  for  past  favors  or  speak  of  present  bargains  that 
you  have  to  offer.  That  will  make  him  feel  that  you  are 
thinking  of  his  mterests  instead  of  merely  your  own.  You 
may  ask  him  for  co-operation  or  for  a  return  of  fair  treat- 


COLLECTION  LETTERS  245 

ment.     Could  anyone  refuse  so  friendly  an  appeal  as  the 
following? 

will  you  please  give  us  an  opportunity  to  balance 
your  November  account  by  remitting  t3.507   VThere  thousands 
of  acoounts  are  Involved  It  is  quite  essential  to  dispose  of 
the  small  Items  as  quickly  as  possible  in  order  to  avoid  a 
great  deal  of  unnecessary  clerical  detail. 

We  feel  sure  that  you  will  gladly  assist  us  In 
this  instance,  and  thank  you  for  the  courtesy. 

143.  Getting  the  Money.— The  first  aim  of  a  collection 
letter,  after  all,  is  to  get  the  money.  The  letter  must,  there- 
fore, be  short,  so  that  its  meaning  will  be  unmistakable.  It 
must  be  frank,  so  that  the  reader  will  know  that  you  mean 
what  you  say.  You  cannot  afford  to  make  any  statement 
that  you  do  not  intend  to  carry  out.  Do  not  say  that  you 
need  the  money,  lest  you  excite  suspicion  in  his  mind.  Rather 
treat  the  matter  as  a  just  obligation,  which  the  customer  is 
going  to  meet.  He  will  try  to  live  up  to  your  expectation.  It 
is  still  worse  to  suggest  that  part  of  the  debt  will  be  accepted. 
He  may  wait  still  longer  in  hope  of  a  further  reduction.  In 
short,  to  collect  money  every  letter  must  hint  or  state  some 
definite  requirement. 

144.  Follow  Up:  Notification. — A  single  letter  may  not 
be  sufficient.  In  fact,  the  letter  is  not  the  first  means  resorted 
to.  When  you  buy  a  bill  of  groceries,  an  itemized  list,  or 
sales  slip,  is  sent  with  the  purchase.  On  the  first  of  the  month 
a  monthly  statement  is  made  out,  showing  the  total  indebted- 
ness for  the  30  days  just  closing.  If  it  is  still  unpaid  at  the 
end  of  another  month,  it  will  be  sent  out  again  with  a  rubber- 
stamp  notice,  ''Please  remit,"  or  "Past  due,  please  remit." 
Sometimes  gummed  sUps  printed  in  red  or  adorned  with 
appealing  pictures  are  attached.     The  wholesale  house  will 


246       EFFECTIVE  BUSINESS  COMMUNICATION 

send  the  notice  out,  not  on  the  first  of  the  month,  but  at  the 
end  of  30  or  60  days  from  the  date  of  purchase.  This  may  be 
called  the  stage  of  notification. 

145,  Follow  Up:  Types  of  Letters. — At  this  point  the 
letters  may  begin.  If  the  customer  still  fails  to  respond,  they 
may  run  through  three  more  stages.  The  first  type  is  a  re- 
minder, like  the  one  on  pages  243,  244.  It  may  be  printed, 
with  blanks  left  for  inserting  sums  and  dates.  It  assumes  that 
there  has  been  some  oversight.  The  second  type  may  ask 
for  explanation,  like  the  one  on  page  244,  or  may  itself  explain 
the  fairness  of  the  demand  for  payment  or  the  necessity  of 
collections  to  keep  down  prices.  The  third  type  is  a  demand, 
with  some  veiled  or  open  threat  of  discontinuing  his  credit  or 
sending  a  draft  or  handing  the  account  to  a  collection  agency 
or  attorney.  Any  one  of  these  stages  may  consist  of  several 
letters,  but  each  of  them  gives  the  impression  of  being  final, 
and  each  is  more  urgent  than  the  preceding.  The  number  of 
them  to  be  used  would  differ  with  the  customer,  but  every 
letter  should  be  both  definite  and  courteous. 

146.  Retail  Methods. — The  retail  merchant  does  not 
make  so  frequent  use  of  letters.  He  is  usually  more  generous 
in  extending  credit.  He  sees  his  customers  much  more  fre- 
quently and  can  make  personal  appeals.  He  often  sends  out 
a  clerk  or  a  bookkeeper  with  a  sheaf  of  bills  at  the  first  of  the 
month.  The  personal  representative  is  likely  to  be  more  per- 
suasive than  a  letter  can  be.  The  merchant  may  speak  of 
the  matter  at  some  time  when  the  customer  is  in  the  store,  or 
he  may  use  the  telephone  in  a  tactful  manner  to  suggest  the 
need  of  co-operation  on  the  bill.  Sometimes  the  customer 
who  has  run  up  a  bill  discontinues  purchasing.    A  letter  may 


COLLECTION  LETTERS  247 

then  be  sent  inquiring  whether  he  has  not  been  treated  well, 
or  announcing  bargains,  or  in  some  other  way  inducing  him 
to  return  to  the  store.  Then  the  matter  of  past  delinquencies 
can  be  taken  up  in  person.  The  merchant  who  thus  keeps  in 
close  cordial  relations  with  his  customers  can  both  maintain 
his  collections  and  retain  his  patrons. 

The  use  of  models  in  collecting  money,  in  all  but  formal 
notification,  is  particularly  dangerous.  Success  depends 
upon  sincerity  and  variety.  The  letters  should  be  written  to 
meet  the  individual  case  in  hand.  They  should  contain  what- 
ever ingenious  and  original  devices  suit  the  situation.  The 
following  series,  however,  illustrates  a  successful  effort  to 
collect  from  a  retail  customer  who  was  particularly  dilatory. 

Which  of  the  letters  are  reminders?  Which  letters  belong 
to  the  stage  of  explanation?  Which  contain  a  demand?  How 
does  each  letter  attempt  to  get  the  money?  How  emphatic 
is  the  attempt?  How  is  the  request  made  more  urgent  from 
letter  to  letter?  How  is  it  varied  from  letter  to  letter?  How 
is  the  friendship  of  the  customer  kept  from  letter  to  letter?  How 
emphatic  is  it  in  each  letter?  Is  harsh  language  anywhere 
employed?    Why  was  the  effort  to  collect  successful  at  last? 

July  15,  1920 
Mr.  Parker  J.  Butler 
12  Tyrone  Avenue 
Centralia,  Oklahoma 

Dear  Sir: 

It  is  an  easy  thing  to  overlook  an  account  when  there  are  so 
many  other  things  to  claim  attention. 

Evidently  our  June  1  statement,  on  which  we  listed  instalments 
now  past  due,  has  not  had  your  attention. 

We  look  forward  to  receiving  your  check  for  $35  by  return  mail 
— sent  with  genuine  pleasure. 

Very  truly  yours, 


248       EFFECTIVE  BUSINESS  COMMUNICATION 

July  30,  1920 

Dear  Sir : 

Since  we  have  received  no  reply  to  our  letter  of  July  15  requesting 
payment  of  your  April  and  May  instalments  on  the  piano  you  pur- 
chased last  winter,  we  assume  there  must  be  some  good  reason  why 
you  have  not  sent  us  your  check. 

But  you  haven't  told  us,  so  until  we  hear  otherwise  from  you,  we 
shall  expect  your  check  for  $35  by  return  mail  to  cover  j^our  back 
payments. 

Yours  very  trul}', 

August  13,  1920 
Dear  Sir: 

Do  you  realize  we  have  written  you  on  two  former  occasions  regard- 
ing 3^our  back  payments  on  the  piano  you  purchased  of  us? 

Your  seeming  indifference  to  our  requests  for  pajanent  is  a  surprise 
to  us.  We  sold  3"0U  the  piano  in  good  faith.  You  have  it  in  your 
home  and  are  enjoying  its  use. 

It  seems  only  fair  that  you  should  keep  up  your  payments  with- 
out all  these  letters  from  us. 

We  feel  we  have  met  your  convenience  as  far  as  you  should 
reasonably  expect  and  must  now  ask  Ihat  you  forward  your  check 
at  once. 

Yours  truly, 

August  23,  1920 

Dear  Sir: 

Honest,  now,  haven't  we  been  very  patient  in  waiting  for  you  to 
make  j'our  back  payments  on  the  piano? 

This  is  our  fourth  letter.  You  must  know  that  we  cannot  carry 
this  account  indefinitely.  Surely  you  do  not  want  us  to  take  any 
steps  which  might  lead  to  unpleasant  relations. 

Your  check  for  S35  by  return  mail  will  convince  us  that  the  delay 
has  not  been  intentional.  You  will  find  enclosed  a  self-addressed 
and  stamped  envelope.     Just  slip  the  check  into  it  and  mail  today. 

Yours  very  truly. 


COLLECTION  LETTERS  249 

August  30,  1920 

Dear  Sir: 

It  seems  that  all  our  previous  attempts  to  persuade  you  to  send 
in  your  payments  have  been  unavailing. 

You  have  given  us  no  reason  why  the  account  should  not  be  paid 
to  date.  Neither  have  you  as  much  as  acknowledged  any  of  our 
former  letters. 

Unless  your  check  for  $35  is  in  our  hands  by  September  15,  we 
shall  be  compelled  to  adopt  stern  measures  for  the  settlement  of  this 
account. 

It  is  for  you  to  say  whether  or  not  we  shall  take  this  step.  Your 
check  by  return  mail  will  square  everything  to  date,  and  we  can  be- 
gin the  new  month  with  a  clean  slate. 

What  do  you  say? 

Very  truly  yours. 


Exercise  133 — Oral 

1.  Mr.  G.  W.  Davis  has  deferred  paying  for  his  bill  of  groceries  for 
two  months.  He  has  not  taken  any  notice  of  statements.  Call 
him  up  over  the  telephone.  (See  §  §  4, 146.)  Let  two  students  carry 
on  the  conversation  in  which  the  grocer  asks  him  to  help  out  by 
making  paj^ment  or  part  payment.  (If  the  teacher  prefers,  this 
may  of  course  be  written.) 

2.  Mr.  U.  R.  Sawyer,  who  has  owed  for  a  bill  of  dry  goods  for 
three  months,  making  no  reply  to  your  statements,  now  comes  into 
the  store  to  make  new  purchases.  Invite  him  into  the  office,  and 
ask  him  for  payment  or  part  payment.  Let  two  pupils  hold  the 
conversation  before  the  class.  The  class  will  decide  (1)  whether  the 
merchant  is  firm  but  genial  and  persuasive  and  (2)  whether  the  cus- 
tomer is  willing  or  unreasonable. 

3.  You  are  collecting  for  the  grocer  who  emploj^s  you.  Last 
month  Mr.  A.  F.  Slosson  declined  to  pay  on  the  ground  that  he  had 
unforeseen  expenditures.  He  has  not  entered  the  store  since  or 
purchased  any  goods.    Express  to  him  in  a  telephone  conversation 


250       EFFECTR'E  BUSINESS  COMMUNICATION 

(see  page  243)  your  appreciation  of  his  trade  and  tell  of  some  bar- 
gain you  now  have  to  offer.  Let  the  class  determine  whether  you 
are  persuasive  enough. 

4.  Suppose  that  ]Mr.  Slosson  is  very  slow  pay  but  financially  quite 
able.  How  would  the  conversation  proceed?  Let  the  class  deter- 
mine: (1)  Is  Mr.  Slosson  ingenious  in  his  excuses?  (2)  Is  the 
collector  good-humored  but  persuasive? 

5.  Suppose  that  Mr.  Slosson  has  been  dealing  with  you  for  onlj- 
tlu-ee  months  and  that  last  month  he  traded  with  Benson  and  Com- 
pany. You  find  that  he  owns  a  Ford  and  seems  to  have  enough 
money  for  pleasures.    How  would  j-ou  treat  his  case? 

6.  You  find  that  INIr.  Slosson  has  been  a  customer  for  10  ^-ears, 
that  his  orders  have  averaged  some  $60  a  month,  but  that  he  has 
always  been  irregular  in  paj-ment.  He  is  now  in  arrears  S292. 
How  would  3'ou  treat  his  case? 

7.  Dictate  to  the  class  such  of  the  letters  indicated  above  as  the 
teacher  may  direct.     (See  pages  10,  11.) 


Exercise  134 — Oral  Reports 

1.  How  many  examples  of  credit  and  collection  letters  have  j'ou 
gathered  for  a  separate  folder?  Bring  the  best  ones  to  school,  and 
explain  to  the  class  which  features  of  this  chapter  are  illustrated  by 
them. 

2.  Let  a  committee  of  the  class  visit  as  many  different  kinds  of 
business  houses  as  the}^  can — drug  stores,  groceries,  hardware 
stores,  dry-goods  houses,  and  so  on — to  learn  what  terms  of  credit 
are  granted  in  different  kinds  of  business.  Let  the  chairman  report 
for  the  committee,  or  let  each  member  report  about  some  one  t>T)e 
of  business.     (See  Exercise  118.) 

3.  Let  a  member  of  the  class  whose  father  or  relatives  are  in  busi- 
ness report  on  the  means  of  collection  which  jobbers  and  manufac- 
turers employ,  so  far  as  the  father  or  relati\'es  have  heard. 

4.  Let  a  committee  talk  with  different  merchants  about  collecting 
from  retail  customers.  Certain  difficult  cases  (with  only  fictitious 
names  mentioned)  should  be  reported  to  illustrate.  Does  the  mer- 
chant use  the  telephone,  the  private  conference,  or  the  letter? 


COLLECTION  LETTERS  251 

6.  Let  the  committee  report  on  the  number  of  cases  where  col- 
lection was  impossible.  What  are  the  reasons?  How  do  merchants 
protect  themselves  against  such  losses? 

6.  How  many  different  kinds  of  systems  of  collections  has  the 
committee  discovered?    What  is  the  advantage  of  each  one? 

Exercise  135 

1.  You  have  begun  work  as  bookkeeper  and  correspondent  with 
Dierck  and  Spreckels,  dealers  in  fine  and  staple  groceries.  You  find 
that  Stanley  Weyman  has  now  failed  to  remit  after  the  second  state- 
ment. Write  a  first  letter.  (1)  How  do  you  remind  him  of  the 
state  of  his  account?  (2)  Do  you  offer  an  explanation  of  the  cause  of 
delay?  (3)  How  do  you  insist  on  payment?  (4)  Is  the  language 
uniformly  courteous? 

2.  Mr.  Weyman  does  not  answer.  On  the  first  of  the  following 
month  write  a  second  letter.  How  do  you  make  the  request  firmer 
in  tone? 

3.  You  find  that  a  third  statement  has  been  sent  to  Mr.  J.  B. 
Hodgdon,  who  Mr.  Spreckels  informs  you  is  "slow  pay  but  good  in 
the  end."  Write  a  letter  which  will  induce  him  to  pay  j^et  will  give 
no  offense.  (1)  What  kind  of  argument  do  you  think  will  be  most 
effective?  (2)  Do  you  make  collection  or  friendship  the  more  em- 
phatic?    How? 

4.  He  does  not  remit.  W>ite  a  second  letter.  (1)  What  explana- 
tions can  you  make  that  will  induce  him  to  pay?  (2)  What  variety 
can  you  give  to  the  demand  for  payment? 

5.  You  find  that  Mr.  M.  F.  Brooke  has  not  paid  in  six  months  and 
has  now  run  up  a  bill  of  $385.70.  Mr.  Spreckels  reports  that  last  year 
he  had  to  wait  eight  months  for  payment.  How  direct  are  .vou  going 
to  make  the  first  demand?     Will  it  be  a  reminder,  or  an  explanation? 

6.  Mr.  Brooke  does  not  reply  by  the  first  of  the  month.  How  can 
you  make  your  request  more  pointed?  Can  you  appeal  to  his  repu- 
tation or  his  sense  of  fairness? 

7.  You  have  waited  two  weeks  in  vain  for  a  reply  from  Mr. 
Brooke.  How  can  you  insist  on  his  remitting?  Will  it  be  well  to 
review  your  patience  with  him?  Will  a  veiled  threat  serve  j-our 
purpose?     What  is  the  best  plan  for  the  parts  of  your  letter? 


252       EFFECTIVE  BUSINESS  COMMUNICATION 

8.  As  you  have  not  heard  from  Mr.  Brooke,  and  as  it  is  now  after 
the  first  of  the  next  month,  and  as  he  has  not  entered  the  store  for 
two  months,  you  decide  that  you  have  probably  lost  him  as  a  cus- 
tomer. Write  him  that  you  are  going  to  hand  the  account  over  to  a 
lawyer  if  you  do  not  receive  payment  by  the  fifteenth.  How  can  you 
leave  a  possibility  of  his  returning  as  a  customer? 

9.  You  have  entered  the  employ  of  Meyer  Bloom  and  Company 
who  sell  all  kinds  of  talking  machines  on  the  instalment  plan.  You 
find  that  collections  have  been  lax.  Write  a  letter  that  might  be 
sent  out  to  those  who  are  behind  a  month  in  monthly  payments. 
Refer  to  the  pleasure  the  machine  has  given.  Speak  of  the  ad- 
vantages of  making  payments  regularly. 

10.  Write  a  reminder  that  might  be  sent  out  two  weeks  later. 
How  can  you  insist  on  payment  without  running  the  risk  of  having 
the  machine  returned? 

11.  You  belong  to  a  boys'  or  girls'  club,  to  which  the  dues  are  50 
cents  a  month.  You  find  on  becoming  treasurer  that  some  of  the 
members  are  as  much  as  six  months  behind.  To  secure  payment 
from  every  one  of  them  write  an  appeal  to  their  loyalty  and  their 
interest  in  a  coming  outing.  How  will  this  appeal  differ  from  the 
business  appeals  you  have  written  above? 

12.  You  are  with  the  Amberson  Company,  wholesale  shoe  mer- 
chants. Your  terms  are  cash  in  30  da3's.  On  September  10  j'ou 
sold  to  Eben  Hillyer,  Sampatch,  Ariz.,  a  bill  of  $290.  It  is  now 
November  1,  but  he  has  not  replied  to  any  of  your  notifications. 
Write  a  reminder  that  will  call  his  attention  favorably  to  the  matter. 
In  language  and  spirit  how  would  this  differ  from  a  letter  to  a  private 
customer? 

13.  Up  to  December  1  Mr.  Hillyer  has  not  replied.  Write  a  more 
urgent  letter.  What  appeal  to  fair  play  or  pride  or  self-interest  can 
you  make?     What  will  be  the  best  plan  for  the  parts  of  this  letter? 

14.  On  January  2  write  a  demand  for  the  money.  What  argu- 
ments can  you  use  for  inducing  him  to  pay?  Have  you  said  any- 
thing to  give  offense? 

15.  On  January  15  threaten  him  with  a  draft.  How  can  you 
make  this  a  strong  appeal  for  payment  without  making  it  impossible 
for  him  to  continue  as  a  customer? 


CHAPTER  XXIII 
SALES  LETTERS— MAKING  THE  CONTACT 

147.  What  Is  a  Sales  Letter? — Sales  letters,  in  which  an 
effort  is  made  to  persuade  someone  to  buy  something,  are  the 
hardest  kind  of  letter  to  write.  They  are  usually  written  by 
the  most  experienced  men  in  the  business  house.  Even  such 
men  spend  hours  in  composing  a  single  letter.  But  everyone 
in  business  should  know  about  sales  letters,  for  they  represent 
the  prevailing  purposes  and  the  essential  elements  of  all  busi- 
ness dealings. 

The  sales  appeal  finds  its  way  into  many  different  kinds  of 
letters.  The  acknowledgment  of  an  order  frequently  contains 
a  paragraph  or  two  intended  to  secure  orders  for  other  goods. 
Many  adjustment  letters  refer  to  goods  on  sale  which  the 
person  presenting  a  claim  may  wish  to  buy.  An  application 
is  essentially  an  effort  to  sell  one's  services.  Credit  and  col- 
lection letters  in  the  majority  of  cases  contain  some  sales 
appeal.  Even  letters  conveying  information  are  intended, 
more  often  than  not,  to  secure  orders.  In  short,  the  writer 
who  understands  sales  letters  will  write  any  kind  of  business 
letter  better  for  that  reason. 

148.  Its  Purpose  and  Characteristics. — This  is  because 
the  sales  letter  represents  the  prevailing  purpose  and  essential 
elements  of  business  deahngs  better  than  any  other  form  does. 
Its  whole  purpose  is  action.  It  tries  to  make  the  reader 
want  to  buy.  Consequently  it  must  take  the  reader's  point 
of  view  from  beginning  to  end.    It  must  assume  the  "you" 

253 


254       EFFECTIVE  BUSINESS  COMMUNICATION 

attitude  throughout.  A  man  is  naturally  suspicious  of  any- 
one who  tries  to  sell  him  something.  He  becomes  eager  only 
when  he  acts  for  his  own  pleasure  or  interest.  Note  the  effect 
of  these  two  ways  of  putting  the  same  facts: 

We  are  now  placing  on  the  mar-  Here  at  the  opening  of  another 
ket  a  new  loose-leaf  note-book  school  .year  you  are  asking  your- 
that  contains  many  improve-  self,  "What  note-book  shall  I 
ments  over  existing  models.  We  use?  "  Of  course  the  answer  is, 
have  several  different  sizes,  each  a  Meyer's  loose-leaf  note-book, 
of  which  we  make  in  various  You  may  need  one  to  fit  your 
styles  of  binding.  In  fact,  we  pocket  or  one  large  enough  to 
now  make  the  best  in  the  world.       hold  all  your  themes.     You  may 

like  one  in  flexible  morocco  bind- 
ing or  one  in  stiff  boards.  Again, 
it  is  Meyer's  that  exactly  suits 
your  needs  and  tastes. 

The  second  letter  takes  the  view,  not  of  the  manufacturer 
who  wishes  to  dispose  of  stocks,  but  of  the  buyer  who  feels  a 
particular  need.  It  consequently  pictures  those  needs  as  they 
would  occur  to  the  purchaser.  Its  purpose  is  to  create  a  desire 
for  the  article,  without  suggesting  a  thought  of  the  manu- 
facturer's interests. 

The  second  letter  is  also  more  personal  in  tone.  It  seems 
to  take  an  interest  in  the  reader.  It  considers  his  particular 
situation  and  seeks  his  satisfaction.  Since  every  person  is 
primarily  interested  in  his  own  affairs,  he  is  much  less  likely 
to  throw  the  letter  into  the  fire  or  the  waste-basket.  It  means 
something  to  him,  and  he  reads  on. 

The  kind  of  action  which  the  sales  letter  seeks  to  accomplish 
is  particularly  difficult.  The  sales  letter  tries  to  part  a  man 
from  his  money.  It  must  not  only  induce  the  reader  to  give 
up  his  money  but  must  make  him  feel  highly  satisfied  in 


SALES  LETTERS— MAKING  THE  CONTACT      255 

giving  it  up.  Furthermore,  after  he  gets  the  article  which 
he  has  been  induced  to  buy  he  must  feel  so  well  satisfied  that 
he  will  buy  other  articles  or  recommend  them  to  his  friends. 

149.  Its  Parts. — The  only  way  to  make  a  sales  letter 
accompUsh  its  purpose  is  to  plan  it  carefully.  You  must 
decide  exactly  what  your  object  is,  and  then  consider  how  you 
may  best  reach  the  goal.  Before  you  begin,  decide  what  is 
to  go  into  every  paragraph.  Decide  the  order  and  length  of 
the  paragraphs.  Know  where  you  are  going  to  end,  and  make 
every  step  a  sure  approach  to  that  end. 

In  general  there  should  be  four  steps.  You  must  first  make 
some  contact  with  the  reader,  to  make  sure  that  you  catch  his 
attention  and  enlist  his  interest.  No  letter  is  worth  anything 
unless  it  is  read.  Second,  you  must  convince  him  of  the  merits 
of  the  offer.  Third,  you  must  'persuade  him  too  that  he  needs 
it  now.  Fourth,  you  must  clinch  the  sale  with  some  definite 
action. 

The  following  letter  illustrates  these  steps : 

SINCLAIR  DOWDEN 

Hardware  Vehicles  Implements 

Paints  and  Oils 

Olney  Falls,  Colorado 

May  10,  1920 

Mr.  A.  L.  Vinson 

R.  F.  D.  5,  Olney  Falls 

Colorado 

Dear  Sir: 

When  passing  your  house  last  week,  I  made  a  mental 
note  to  write  you  about  a  new  coat  of  paint  for  it.    To- 
Contact  day,  more  than  ever  before,  it  is  real  economy  to  keep 
your  buildings  in  good  condition,  and  not  allow  them 
to  lessen  in  value  through  lack  of  paint. 


256       EFFECTIVE  BUSINESS  COMMUNICATION 

If  you  will  let  me  give  you  an  estimate  on  the  cost  of 

Wear- Well  Gloss  Paint  for  the  work,  you  will  be  sur- 

Conviction      prised  to  know  that  the  expense  is  comparatively  small, 

when  you  take  into  consideration  the  great  amount 

of  good  it  will  do. 

Wear- Well  Gloss  Paint  will  do  the  most  good  because 
it  is  made  of  the  best  materials  in  the  best  way.  It  is 
composed  of  pure  white  lead,  pure  white  zinc,  and  pure 
linseed  oil,  scientifically  mixed  by  powerful  machinery. 
Hand-mixed  paint  is  a  thing  of  the  past,  just  like  the 
spinning  wheel  or  the  cradle  and  the  scythe.  Wear- 
Well  Gloss  Paint  will  do  the  most  good  because  it  is  the 
development  of  years  of  experience  in  the  manufacture 
of  paint  and  varnishes,  and  represents  the  most  durable 
and  satisfactory  paint  it  is  possible  to  make. 

See  how  your  house  will  look  when  painted  with  one 

of  the  colors  shown  by  the  chips  of  Wear- Well  Gloss 

Persuasion       Paint  and  the  transparency  enclosed.     The  chips  show 

the  actual  paint,  and  the  paint  you  select  will  look  just 

like  it  on  your  house. 

If  none  of  these  four  colors  is  just  what  you  want,  ±. 

have  twenty  others  here  at  the  store.     Ask  to  see  them 

Clincher  the  next  time  you  are  in.     If  you  prefer,  your  signature 

on  the  enclosed  postal  will  bring  you  a  complete  color 

card.    Mail  it  today. 

Very  truly  yours, 
Sinclair  Dowden 


The  contact  is  close  because  any  man  is  interested  in  his  own 
house.  Any  reference  to  it  will  catch  his  attention.  The 
reference  to  the  new  coat  of  paint  centers  his  attention  at 
once  on  the  subject  of  the  letter.  The  reason  for  that  refer- 
ence is  given  at  once — not  the  appearance,  which  might  give 
offense,  but  the  economy.    The  contact  is  complete. 

The  next  stage  is  to  convince  the  reader  that  he  should  buy 
Wear- Well  paint.    After  the  assurance  that  it  is  not  costly, 


RALES  LiriTERS— MAKING  THE  CONTACT      2.')? 

the  superiority  of"  the  paint  is  made  clear  by  an  explanation 
of  its  manufacture.  A  clear  explanation  is  often  the  most 
convincing  argument . 

The  third  stage  is  to  persuade  the  reader  that  he  needs  this 
superior  article.  He  may  in  his  mind  see  the  value  of  the 
paint  without  feeling  very  deeply  that  he  should  use  it.  His 
emotions,  his  desires,  must  be  aroused.  He  is  therefore  asked 
to  pictiu'e  his  own  house  repainted.  The  clear  and  beautiful 
color  on  the  chip  makes  him  feel  that  he  would  be  proud  of 
his  house  if  it  looked  that  way. 

The  fourth  stage  is  needed  to  clinch  this  feeling.  Otherwise 
the  feeling  might  evaporate  and  be  forgotten.  Some  kind  of 
resolution  must  be  taken.  If  he  once  acts  on  the  feeling,  he 
will  be  much  less  likely  to  forget.  Having  started,  he  will  be 
more  likely  to  proceed  to  the  end.  If  he  mails  the  card  to- 
day, he  will  probably  remain  dissatisfied  until  the  paint  is  on 
his  house. 

Asalesletter  must  catch  the  reader's  attention  and  arouse 
his  interest,  must  convince  him  of  the  merits  of  the  article, 
must  persuade  him  that  he  needs  it,  and  must  clinch  his 
resolution  to  buy  it. 

150.  Contact — Study  the  Customer.^Before  you  can 
make  the  right  contact,  you  will  be  obliged  to  study  the  cus- 
tomer you  are  addressing.  If  you  have  in  mind  only  a  single 
person  whom  you  know,  the  task  may  be  easy.  But  nearly  all 
sales  letters  are  prepared  for  whole  groups  of  people.  A  local 
merchant  may  address  his  customers  in  his  own  town.  His 
long  experience  may  show  him  what  kind  of  goods  they  pre- 
fer. It  would  be  more  difficult  for  him  to  reach  that  class  of 
people  all  over  his  state.  He  would  have  to  keep  clearly  in 
mind  the  most  prominent  traits  of  people  living  in  small 


258       P]FFF.CTIVE  BUSINESS  COMMUNICATION 

towns.  But,  difficult  as  it  is,  the  writer  must  picture  his 
reader  before  him.  Unless  he  can  imagine  himself  in  conver- 
sation with  the  reader,  the  letter  is  not  going  tc  mak)  the 
right  kind  of  contact. 

If  you  picture  your  customer  across  the  table  from  you, 
there  should  be  little  difficulty  in  using  the  pronoun  you  in- 
stead of  /  or  we.  If  you  are  writing  to  the  county  superin- 
tendent of  schools,  you  will  not  say: 

I  should  like  to  call  j'our  attention  to  our  superior  school 
busses. 

You  will  not  thrust  yourself  forward  in  that  way.  You  will, 
as  was  pointed  out  before,  look  at  school  busses  from  the  point 
of  view  of  the  superintendent.  What  would  be  his  first  con- 
sideration in  purchasing  a  bus?  Would  it  be  price?  Impor- 
tant, but  probably  not  the  most  important,  because  he  is 
responsible  for  all  the  children  who  are  carried  to  school.  He 
has  to  answer  to  all  the  parents.  They  will  blame  him  if  the 
children  are  too  badly  crowded  or  if  the  bus  tips  over  or  breaks 
down.  If  a  child  should  be  killed,  he  would  not  be  forgiven. 
Yes,  safety  is  the  matter  he  will  consider  first.  Put  that  into 
the  first  sentence,  and  you  will  have  the  right  contact. 

You  are  taking  chances  with  the  lives  of  your  school 
children  when  you  transport  them  in  vehicles  that  are  not 
built  for  that  purpose. 

151.  Contact — Concreteness. — The  contact  will  be  the 
closer  if  your  first  sentence  is  specific  and  concrete.  General 
statements  seldom  attract  attention.  They  arouse  interest 
only  in  philosophic  minds.  Concrete  details  that  will  call  up 
a  picture  are  pretty  sure  to  interest.  It  is  possible  to  take  a 
customer's  point  of  view  and  still  not  be  successful  in  interest- 
ing him. 


SALES   LETTERS-  MAKINCJ  THl']  CONTACT      259 

Suppos(^  you  are  selling  an  adding  machine  to  a  business 
man.  Business  meii  are  interested  in  short  cuts,  in  economy. 
They  like  to  have  things  done  with  the  least  effort  and  ex- 
pense.    You  might  j)ut  that  into  your  first  sentence: 

You  will  find  an  adding  machine  a  more  economical 
means  of  adding  figures. 

That  takes  the  user's  point  of  view,  but  it  is  not  striking 
enough  to  arrest  his  attention.  It  can  be  made  into  a  concrete 
situation : 

If  a  man  should  walk  into  your  office,  look  you  straight 
in  the  eye,  and  say,  "I  know  a  more  economical  way  to 
handle  .your  office  work,  some  short  cuts  that  will  save  you 
mone.y,"  wouldn't  you  give  him  a  chance  to  make  good? 

He  can  picture  that,  and  will  remember  it.  It  is  therefore 
a  better  contact. 

152.  Contact — Curiosity. — Several  devices  can  be  re- 
sorted to  that  will  stimulate  curiosity  and  thus  make  a  better 
contact.  The  short  -paragraph  is  essential.  A  long  paragraph 
gives  an  impression  of  difficulty.  It  will  cause  the  reader  to 
put  aside  that  letter  when  your  effort  should  be  to  induce  him 
to  read  at  once.  A  question  is  frequently  effective,  because 
we  are  all  interested  by  a  question  and  naturally  start  to 
answer  it  at  once.  This  device  has  been  used  so  frequently 
that  you  must  avoid  the  outworn  forms,  such  as:  "Have  you 
ever  stopped  to  consider?  "  " Have  you  ever  realized?  "  "Has 
your  attention  ever  been  called  to  the  fact?  "  ' '  Are  you  inter- 
ested in  books?"  But  the  advantage  of  the  question  form 
must  be  obvious  from  the  opening  sentence  quoted  in  the 
paragraph  above.  A  head-line  that  expresses  the  central  idea 
of  the  letter  or  a  phrase  of  compelling  interest  to  the  reader 


260       EFFECTIVE  BUSINESS  COMMUNICATION 

will  induce  him  to  read,  just  as  the  head-line  in  a  newspaper 
does.  The  wording  should  be  made  as  attractive  as  possible. 
If  you  are  selling  an  adding  machine,  you  may  seize  upon  the 
business  man's  interest  in  efficiency  thus: 

What's  the  Difference  in  Trained  and  Untrained  Office 
Help,  Expressed  in  Figures? 

A  7iews  item,  either  in  the  particular  business  of  the  man 
you  are  addressing  or  from  the  daily  newspapers,  frequently 
catches  the  curiosity  of  the  reader.  The  difficulty  with  this 
device  lies  in  making  the  application  to  the  purpose  of  the 
letter.  The  "blind "  heading  that  merely  arouses  curiosity  is 
likely  to  involve  a  loss  of  valuable  space.  But  the  following 
makes  so  quick  a  connection  that  it  succeeds.  Sent  out  less 
than  a  month  after  the  armistice  with  Germany  was  signed, 
it  seized  what  was  uppermost  in  everyone's  mind: 

The  Brakes  Are  Off;  Now  for  Full  Speed  Ahead! 

Uncle  Sam  has  taken  his  hand  off  the  emergency,  but  it 
takes  more  than  permission  to  build  furniture.  It  takes 
raw  materials,  coal,  lumber,  steel — and  Leatheroid. 

Be  careful,  however,  not  to  overdo  your  effort  to  attract 
attention;  keep  awa}^  from  the  sensational!  A  letter  is  a  con- 
versation reduced  to  paper.  In  conversation  shouting  is  out 
of  place.  To  begin  with  "Wanted  for  Murder"  is  not  only 
irrelevant  to  the  purpose  of  the  letter  but  is  likely  to  offend 
most  readers.  It  repels  instead  of  inducing  one  to  read  to  the 
end. 

To  sum  up,  remember  that  if  you  catch  the  reader  in  your 
first  sentence,  he  is  likely  to  read  your  whole  letter.  You 
can  make  contact  with  the  reader  by  beginning  with  some  idea 


SALES  LETTERS— MAKING  THE  CONTACT      261 

of  genuine  interest  to  him  expressed  in  the  most  specific  and 
concrete  words  you  can  find  and  put  in  such  form  as  will 

stimulate  his  curiosity. 


Exercise  136 

Concerning  each  of  the  contacts  quoted  below  answer  the  follow- 
ing questions: 

(a)  Does  it  take  the  point  of  view  of  the  customer? 

(b)  What  class  does  he  represent? 

(c)  Is  the  idea  put  in  a  positive  fashion? 

(d)  Is  it  a  pleasant  idea? 

(e)  Does  it  represent  a  deep  interest  of  the  customer? 

(f)  Is  the  tone  personal  or  sensational? 

(g)  Is  the  idea  put  in  specific  or  concrete  terms? 
(h)  What  devices  does  it  employ? 

(i)    Are  they  relevant  and  successful? 

1.  The  Bridge  and  Souter  Company,  Canastota,  N.  Y., 
have  just  taken  on  a  Studebaker  line  of  vehicles.  We  were 
mighty  glad  to  make  this  connection  because  we  feel  that 
they  are  the  logical  people  to  handle  our  goods  in  your 
locality. 

2.  "Get  back  into  your  pre-war  program!" 
"Begin  your  delayed  Public  Work  now!" 

Such  statements  are  familiar  to  you.  They  express  your 
government's  wish  that  j^ou  do  all  in  your  power  to  help 
stabilize  employment  and  industry.  And  so  you're  be- 
ginning to  lay  your  plans  and  to  consider  the  purchase  of 
material  and  equipment  necessary  to  carry  out  your 
program. 

3.  How  would  you  like  to  make  this  kind  of  report  to 
your  board  of  directors:  "2010  new  accounts  in  five 
months,  with  initial  deposits  amounting  to  $350,000,  all 
new  business"? 


262       EFFECTIVE  BUSINESS  COMMUNICATION 

4.  We  beg  to  announce  that  we  have  now  put  on  the 
market  a  new  lawn-mower  that  will  put  all  others  out  of 
commission. 

5.  System  in  your  business  saves  money  and  labor.  That 
is  why  we  want  to  talk  to  you  for  a  few  minutes  regarding 
tags  for  the  garage. 

6.  The  City  of  Columbus  Says: 

"After  several  years'  experience  with  motor  fire-engines, 
we  feel  justified,  from  all  points  of  view,  in  asserting  they 
are  the  most  practical  and  economical  fire-engine  used  here 
so  far." 

7.  I  was  mighty  glad  to  find  that  little  note  on  my  desk 
this  morning.  It  plainly  tells  me  that  you  are  taking  a  real 
interest  in  the  Pahnolive  line. 

8.  Do  you  know  that  ours  is  the  largest  business  college 
in  the  city?  Have  you  ever  stopped  to  consider  what  that 
means  to  our  graduates? 

9.  You  will  undoubtedly  be  interested  in  a  letter  which 
we  have  just  received.  It  is  from  a  large  manufacturing 
concern,  which,  in  order  to  care  for  increased  business, 
added  another  building  to  its  plant. 

10.  A  good  computing  machine  operator  will  extend  and 
foot  your  pay-roll  in  half  the  time  it  would  take  your  high- 
est paid  foreman  or  clerks  to  do  it. 

11.  Take  this  letter  to  Aldrich  and  Simmons,  Pequot 
City,  and  receive  absolutely  free  a  trial  box  of  Black 
Beauty  Axle  Grease.  This  trial  box  of  Black  Beauty 
is  sufficient  to  grease  your  largest  wagon. 

12.  Let  us  send  j^ou  a  free  book  full  of  short-cut  systems 
for  handling  your  office  work  with  a  computing  machine 
specially  designed  for  the  laundry  business. 

Exercise  137 

1.  Write  the  contact  paragraph  to  one  or  more  sales  letters  choos- 
ing your  subjects  from  among  those  given  on  page  263.  Then  con- 
tinue the  same  subject  or  subjects  through  the  other  exercises  on  the 


SALES  LETTERS— MAKING  THE  CONTACT      203 

sales  letter  in  this  chapter  and  the  next.  That  is,  if  you  start  three 
letters  in  this  exercise,  you  should  continue  the  same  subjects  until 
you  have  three  complete  letters. 

2.  A  good  way  to  test  these  beginnings  is  to  read  them  aloud  to 
the  class,  which  will  discuss  them  to  determine  by  vote  which  are  the 
best.     The  discussion  should  follow  the  questions  in  the  last  exercise. 

(a)  Write  the  contact  for  selling  a  loose-leaf  note-book  to  the 

students  of  your  school. 

(b)  Sell  the  same  loose-leaf  note-book  to  the  stationer  on  the 

corner.     What  is  the  difference  in  contact? 

(c)  Sell  a  self-filling  fountain  pen  to  the  students. 

(d)  Sell  the  same  pen  to  a  business  man  or  a  teacher.     What  is 

the  difference  in  the  contact? 

(e)  Sell  a  watch  to  a  student. 

(f )  Sell  the  same  watch  to  a  laborer.     Is  there  a  difference  in  the 

contact? 

(g)  Sell  the  same  watch  to  a  jeweler,  who  deals  in  watches.     Is 

there  a  difference  here? 
(h)  Sell  a  pair  of  shoes  to  a  man. 
(i)    Sell  a  pair  of  shoes  to  a  woman.     Is  there  a  difference  in  the 

contact? 
(j)    Sell  the  shoes  to  a  woman  of  wealth  and  high  social  position. 

Is  there  a  difference  in  the  contact? 
(k)    Sell  a  vacuum  cleaner  or  a  carpet-sweeper. 
(1)     Sell  a  fireless  cooker  or  a  washing  machine, 
(m)  Sell  a  hat  to  a  boy  of  fifteen. 

(n)    Sell  a  hat  to  a  man  of  forty.     Is  the  contact  the  same? 
(o)    Sell  a  hat  to  a  young  woman  of  twenty.     Is  the  contact  the 

same? 
(p)    Sell  fire  insurance  or  life  insurance, 
(q)    Sell  a  motor  cycle  or  an  automobile, 
(r)     Sell  a  book  or  a  set  of  books. 
.   (s)     Sell  a  magazine  or  newspaper, 
(t)    Sell  a  camera. 


CHAPTER  XXIV 
SALES  LETTERS— SECURING  ACTION 

153.  Conviction. — To  get  your  customer  to  believe  in  the 
article  you  have  to  sell  is  first  of  all  a  matter  of  making  him 
understand  it  thoroughly.  Once  you  have  caught  his  atten- 
tion, you  should  begin  at  once  with  the  purpose  of  the  letter. 
Put  yourself  in  his  place.  If  he  docs  not  know  about  the 
article,  give  such  a  description  as  will  make  it  clear.  Use  the 
language  he  can  understand  at  a  glance.  If  possible,  show 
the  article  in  actual  use.  Be  so  specific,  so  concrete,  so  vivid, 
that  he  can  picture  the  object  as  he  would  enjoy  it. 

An  illustration  may  be  taken  from  the  letter  to  the  county 
superintendent  of  schools  quoted  in  §  150  on  contact  (page 
258).    The  next  paragraphs  read  as  follows: 

Safety  should  be  the  first  consideration.  The  driver  should  have 
a  clear  view  on  both  sides  and  in  front,  and  should  not  be  bothered 
by  children  on  either  side  of  him.  He  should  have  confidence  in  the 
stability  and  quality  of  the  vehicle  he  drives — confidence  that  it 
will  stand  up  in  any  emergency. 

Comfort  for  the  children  is  the  second  consideration.  They 
should  be  protected  from  the  sun,  wind,  and  rain,  and  should  be 
seated  without  overcrowding. 

Our  School  Busses  fulfil  the  requirements  of  both  Safety  and 
Comfort. 

The  vestibule  front  with  its  individual  driver's  seat — the  storm- 
and  wind-proof  curtains  or  drop  sash  that  can  l)e  opened  or  closed 
(juickly — the  wide  aisle — the  roomy  spring  cushions — tlie  ample 
seating  capacity — these  are  essential  in  proper  school  bus  construc- 
tion. 

264 


SALES   LETTERS— SECURINC I  ACTION  2G5 

In  this  case,  pictures  on  tlie  other  side  of  the  sheet  made 
the  description  all  the  clearer.  That  letter  was  not  written  on 
the  spur  of  the  moment.  It  was  the  product  of  careful  stud}^ 
of  the  ways  in  which  a  school  bus  differs  from  other  vehicles. 
Not  all  of  the  differences  are  mentioned  in  the  letter;  only 
those  that  would  impress  the  school  superintendent.  These 
are  stated  in  definite  terms;  for  instance  "the  driver  has  a 
view  on  either  side  of  him." 

In  this  respect  the  letter  is  typical  of  all  good  sales  letters. 
It  is  the  result  of  close  study  of  the  goods.  No  writer  should 
try  to  sell  an  article  until  he  has  studied  it  from  many  points 
of  view — the  raw  materials,  the  processes  of  manufacture,  the 
various  uses  to  which  it  may  be  put.  Only  such  study  will 
enable  him  to  sift  out  those  matters  which  will  apply  most 
convincingly  to  the  class  of  consumers  he  has  in  mind.  If 
experienced  writers  find  this  necessary,  others  should  heed 
even  more  carefully  the  admonition,  ''Study  the  goods.'' 

154.  Conviction — Concrete  Proof. — Where  the  customer 
knows  the  goods  pretty  well,  description  may  be  of  the 
briefest  or  omitted  altogether.  Conviction  will  then  consist 
of  the  evidence,  that  is,  the  reason  or  reasons  which  will  make 
the  customer  see  the  usefulness  of  the  article  or  feel  that  he 
needs  the  goods.  A  single  page  is  so  short  that  few  letters 
find  room  for  more  than  one  argument.  That  is  not,  usually, 
a  disadvantage.  One  argument  well  presented  is  worth  more 
than  a  score  barely  mentioned.  The  single  argument  sup- 
ported by  full  evidence  is  clearer,  reveals  its  bearing  on 
the  customer's  needs,  and  remains  with  him  long  after  the 
scores  which  have  been  mer(^ly  mentioned  have  been  for- 
gotten. 

Every  man  with  a  business  large  enough  to  need  an  adding 


266       EFFECTIVE  BUSINESS  COMMUNICATION 

machine  probably  knows  what  one  is.  He  knows  it  is  accurate, 
but  he  may  not  reaUze  how  rapid  it  is  in  addition  to  its  accu- 
racy. It  is  worth  while  taking  a  whole  letter  to  impress  him 
with  the  one  quality  of  speed.  But  that  cannot  be  done  by 
bare  statements.  There  must  be  evidence  or  proof.  The 
letter  below  follows  the  head-line  quoted  in  §  152,  near  the 
top  of  page  260. 

Read  the   following  record  of  comparative  tests  on 
mental   figure  work  applied  to  176  grammar  and  high  school 
girls  on  the  day  they  entered  our  computing  machine  schools 
and  again  on  machine  work  at   completion  of  training  course. 
Here  are  the  figures: 

MENTAL  TEST:  COMPUTING  liACHINE 

GRADUATES  TEST: 

Addition  Addition 

Average  Number  Columns  Average  Number  Columns 

added  correctly  added  correctly 

Per  Hour  Per  Hour 

0.71  of  one  column  -  as  against   -  -  63.00  columns 

Multiplication  Multiplication 

Number  of  Extensions  Number  of  Extensions 

made  correctly  made  correctly 

Per  Hour  Per  Hour 

36  Extensions  -  -  -  as  against  -  -  350  Extensions 

Bear  In  mind  the   mental  test   represents  the  work 
of  inexperienced  girls.      They  actually  added  an  average  of 
7  columns  an  hour,    of  which  only   .71   of  one  column  was  cor- 
rect.    They  would  do  better  with  training.     But  —  well, 
try  it   out  in  your  own  office  and  see  how  much. 

It  means  that   your  figure  work  can  be  handled 
faster,    cheaper  and  more  accurately  by  trained  computing 
machine  operators  than  even  by  experienced  clerks. 

Where  the  price  of  the  goods  is  small  the  evidence  does  not 
need  to  be  so  extended.  The  reasons  are  usually  very  easy  to 
understand.  There  exists,  however,  the  same  necessity  for 
definite,  specific  statements  about  usefulness  or  superiority. 
Note  in  the  following  paragraph  how  convincing  the  state- 
ments arc  in  spite  of  their  brevity. 


SALES  LETTERS— SECURING  ACTION  267 

If  you  find  a  customer  undecided  as  to  what  salt  he  wants, 
just  ask  him  If  he  wants  pure  salt  and  then  serve  him  with 
Diamond  Sparkle.   We  remove  over  two  million  pounds  of 
gypsum  annually  from  our  product.   In  addition  to  Its  being 
pure,  each  grain  of  Diamond  Sparkle  Salt  Is  a  tiny  flake, 
and  Just  as  a  flake  of  sncV  dissolves  more  readily  than  a 
lump  of  hall,  so  a  flake  of  Diamond  Sparkle  Salt  will 
dissolve  more  readily  and  flavor  food  more  uniformly  than 
d  cube  of  ordinary  salt. 


155.  Conviction — Kinds  of  Proof. — A  kind  of  proof  that 
used  to  be  very  common  with  patent  medicines  is  still  em- 
ployed in  brief  form.  The  person  whose  testimony  is  quoted 
should  have  an  unquestioned  standing.  His  position  or  re- 
putation should  be  such  as  to  win  instant  recognition.  The 
letter  below  follows  the  question  quoted  in  Exercise  136  (3) 
on  contact  (page  261). 

It  would  make  you  feel  mighty  fine  to  be  able  to  present  such  a 
good  showing,  wouldn't  it? 

Well,  that's  the  report  that  Mr.  N.  Baxter  Jackson,  Assistant 
Cashier  of  the  Cumberland  Valley  National  Bank,  Nashville,  Tenn., 
made  on  the  first  of  the  year  to  the  Directors  of  his  bank. 

He  says,  in  his  letter  to  Mr.  Kneller,  "The  Duplicating  Machine 
has  proven  of  invaluable  a-^sistance  for  furthering  our  publicit}^  work, 
and  I  am  a  great  l^eliever  in  it  for  bank  advertising.  We  have  many 
new  accounts  open  which  we  can  trace  directly  to  letters  that  we 
have  sent  out — that  is,  duplicate  letters  with  appropriate  folders  and 
circulars." 

Isn't  there  a  mighty  big  thought  in  this  for  you? 

To  make  the  proof  stronger  still,  the  complete  letter  of  Mr. 
Jackson  was  attached. 

Possibly  the  best  proofs  are  samjjles  of  the  goods  or  sugges- 
tions as  to  tests  of  quality  which  the  customer  can  perform. 
For  example,  the  letter  from  which  the  quotation  was  just 
taken  had  printed  at  the  top,  Printed  on  the  Duplicating 


208       EFFECTIX'E  BUSINESS  COMMUNICATION 

Machine.  The  sending  of  goods  on  trial,  as  in  several  of 
the  "  clinchers  "  on  page  272,  is  proof  of  the  same  kind. 

For  the  goods  you  are  trying  to  sell,  the  best  way  to  find 
out  how  to  convince  the  customer  will  be  to  ask  yourself, 
"Why  should  I  buy  the  goods?"  If  you  cannot  answer  the 
question  unaided,  ask  people  who  use  the  article.  Ask  enough 
persons  to  find  out  what  reasons  are  best.  When  you  have 
written  as  convincingly  as  you  can,  read  the  paragraphs  over 
and  ask,  "Would  this  prove  to  me  that  /  ought  to  buy  the 
goods?"  When  you  have  finally  satisfied  yourself,  try  the 
letter  out  on  the  jiublic. 

To  convince,  picture  the  object  in  use,  select  the  evidence 
that  will  appeal  most  directly  to  your  customer,  present  it 
in  the  most  specific,  concrete  way  that  you  can,  and  be  sure 
always  to  look  at  the  matter  from  his  point  of  view. 


Exercise  138 

1.  Continue  each  of  the  letters  you  began  in  Exerci.se  137.  After 
writing,  exchange  with  a  classmate,  who  will  write  a  sentence  or  two 
on  each  of  these  points: 

(a)  Is  the  article  new  to  the  purchasei'? 

(b)  Does  the  writer  take  the  point  of  \\q\\  of  the  reader? 

(c)  Does  the  description  jiicture  the  object  as  the  purchaser 

would  use  it? 

(d)  Is  the  evidence  (1)  facts  and  figures,  (2)  testimonials,  or 

(3)  tests  and  samples? 

(e)  Would  the  evidence  be  perfectly  clear  and  convincing  to  the 

supposed  reader? 

(f)  Does  the  whole  argument  show  a  complete  knowledge  of  the 

article  as  well  as  ability  to  take  the  point  of  view  of  the 
reader? 


SALES  LETTERS— SECURING  ACTION  2G9 

2.  In  the  light  of  this  criticism,  rewrite  this  section  of  your  letter 
to  overcome  the  weaknesses  that  are  discovered. 


156.  Persuasion — Appeals. — The  purpose  of  every  sales 
letter  is  to  produce  action,  to  induce  the  reader  to  buy.  Per- 
suasion is  such  arguing  as  will  bring  the  customer  to  act. 
What  arguments  will  induce  him  to  buy  can  be  known  surely 
only  from  trial  and  experience.  In  general,  however,  he  will 
act  more  quickly  if  he  is  in  a  pleasant  frame  of  mind.  If  he 
is  made  to  feel  that  he  will  find  especial  comfort  in  the  chair, 
or  much  pleasure  in  the  use  of  the  fountain  pen,  or  a  deep 
pride  in  the  ownership  of  an  automobile,  he  is  likely  to  buy. 
Gain  is  another  powerful  instinct.  If  he  is  made  to  feel  that 
he  can  save  money  by  purchasing  now,  or  that  the  purchase 
will  increase  his  profits,  he  is  likely  to  buy.  Pleasure  and 
profit  are  always  strong  appeals. 

157.  Persuasion — Inducements. — Upon  these  motives 
are  based  the  inducements  that  lead  to  action.  Premiums 
and  trading  stamps  are  offered  in  several  businesses.  A  pub- 
lisher of  an  encyclopedia,  for  example,  may  offer  some  other 
book  free  as  inducement  to  purchase.  A  statement  that 
the  supply  is  nearly  exhausted,  or  that  the  articles  are  being 
closed  out,  or  that  the  purchaser  will  be  allowed  a  free  trial, 
or  that  satisfaction  is  guaranteed  or  money  refunded — any 
of  these  statements  may  be  used  to  induce  the  reader  to  act 
at  once.  All  inducements  should  be  offered  for  a  limited  time 
only,  since  the  purpose  is  to  secure  innnediate  action. 

The  letter  last  quoted  (§  155,  page  267)  proceeds  as  follows: 

The  portfolio  we  sent  you— "Your  Bank  and  the  Duplicating 
Machine  " — tells  our  story.  Such  practical  instances  as  the  above 
only  add  more  proof  to  that  already  piled  up. 


270       EFFECTIVE  BUSINESS  COMMUNICATION 

I  don't  maintain  that  you  can  revolutionize  your  advertising 
printing  methods  with  Duplicating  Machine  equipment — I  don't 
want  you  to  revolutionize  them.  But  surely  there  must  be  big 
possibilities  for  you  in  a  thing  that  has  accomplished  so  much  for 
hundreds  of  other  banks. 

The  persuasion  here  applies  to  the  reader  the  argument 
already  adduced.  It  tries  to  make  him  feel  that  he  is  losing 
an  opportunity  by  delaying.  You  will  observe  that  it  is  not 
more  insistent  than  befits  the  dignified  standing  of  the  banker. 
The  restraint  adds  to  the  air  of  sincerity  and  does  not  with  a 
banker  detract  from  the  enthusiasm. 


Exercise  139 

1.  Continue  the  letters  conunenced  in  Exercises  137  and  138. 
Exchange  with  a  classmate,  who  will  write  a  sentence  or  two  on  each 
of  the  following  points: 

(a)  What  appeal  is  made  for  action,  the  customer's  pleasure,  or 

his  gain? 

(b)  Are  inducements  added  to  overcome  lingering  oljjections? 

(c)  Is  the  section  both  enthusiastic  and  sincere? 

(d)  Would  this  section  produce  immediate  action? 

2.  In  the  light  of  this  criticism  rewrite  this  section  so  as  to  make  it 

as  persuasive  as  you  can. 

(a)  Have  you  made  the  persuasion  follow  naturally  from  the 

conviction? 

(b)  Does  the  letter  become  more  interesting  in  the  new  section? 


158.  Clincher — Its  Tone. — In  stimulating  the  reader  to 
action,  there  is  one  kind  of  obstacle  which  has  to  be  overcome. 


SALES   LETTERS— SECURING  ACTION  271 

He  must  know  (xaetly  what  he  is  to  do  to  .secure  the  jjoods. 
The  dii-ections  must  be  detailed  and  specific.  There  must  be 
no  room  for  confusion  of  any  kind.  He  must  find  the  action 
easy  and  pleasant.  If  he  thinks  it  involves  too  nmch  trouble, 
he  will  put  it  off  until  another  time — which  usually  means 
forever.  If  he  can  act  at  once,  even  if  the  action  is  merely 
preliminary  to  purchase,  he  is  more  likely  to  carry  the  process 
through  to  the  end.  If  he  writes  a  few  words  at  the  bottom 
or  on  the  back  of  the  letter,  if  he  fills  out  a  blank  or  two  on  a 
printed  postal  card,  if  he  uses  an  enclosed  envelope,  he  has 
begun  a  course  of  action.  Having  begun,  he  will  find  it  nuich 
easier  to  proceed. 

The  final  sentence  should  therefore  be  decisive.  The  par- 
ticipial close  here  is  fatal.  Awaiting  the  favor  of  a  reply, 
Hoping  that  we  have  succeeded  in  interesting  you,  Trusting  we 
may  receive  your  order  in  due  course,  Thanking  you  for  your 
patience  in  reading  thus  far,  imply  lack  of  confidence.  If  the 
writer  is  not  optimistic  about  the  goods  and  the  argument. 
he  can  in  no  wise  expect  the  reader  to  become  interested. 
Every  word,  phrase,  and  turn  of  expression  nuist  suggest 
satisfaction  and  immediate  action.  The  closing  sentence 
must  be  positive  and  decisive. 

159.  Clincher — Its  Form. — For  this  reason  the  conclusion 
is  usually  in  the  form  of  a  request  or  a  conunand.  An  order 
is  likely  to  be  obeyed.  If  it  is  in  keeping  with  the  rest  of  the 
letter,  if  the  reader  has  actually  been  convinced  of  the  merits 
of  the  goods  and  persuaded  of  his  need,  he  will  think  the 
command  or  request  quite  natural.  He  will  obey  the  sugges- 
tion without  delay. 

The  concluding  sentence  of  the  dupHcating  machine  letter 
reads  as  follows: 


272       EFFECTIVE  BUSINESS  COMMUNICATION 

Consider  these  things,  please,  and  then  return  the  enclosed  card. 
You  will  not  be  obligated,  and  your  bank  may  be  materially  benefited. 

Other  ways  of  suggesting  action  are  illustrated  by  the 
following.  How  is  each  adapted  to  the  class  of  customer 
addressed? 

Whether  you  adopt  any  of  the  ideas,  whether  you  buy  a  Burroughs 
or  not.  you  incur  no  obligation  whatever  by  signing  the  enclosed  post- 
card. 


Suppose  you  ring  for  your  mailing  clerk,  now. 


It  will  cost  you  nothing  to  test  it.  Ask  a  computing  machine  man 
to  come  in— not  for  a  talk  fest— but  to  actually  figure  some  of  your 
pay-roll  and  show  you  what  the  machine  will  do. 

Isn't  that  a  fair  and  logical  proposition? 

You  can  signify  your  acceptance  of  it  by  simply  signing  and  re- 
turning the  enclosed  card. 


You  incur  no  oljligation,  risk  or  expense  whatever  by  signing  the 
enclosed  post-card. 

Sign  it  and  drop  it  in  the  mail  right  now. 


There  is  a  field  here  for  profitable  business  and  we'd  like  to  show 
you  more  samples.     May  we? 

Please  obey  the  impulse  now  if  you  want  the  display,  and  we  will 
do  the  rest. 

Remember  that  your  conclusion  must  clinch  the  sale. 
Just  as  you  can  make  no  sale  if  the  beginning  does  not  make 
the  right  contact  with  the  reader,  so  you  will  lose  one  if  you 
do  not  clinch  it  at  the  end. 


SALES   LI'7rTl<:RS— SECURING  ACTION  273 

Exercise  140 

1.  Complete  the  letters  alreadj'  partl}^  written. 

(a)  Is  your  clincher  clear  and  easy  to  follow? 

(b)  Is  it  positive  and  decisive? 

((0   Is  its  tone  in  keeping  with  the  rest  of  the  letter? 

2.  Read  the  whole  letter  aloud  to  the  class.  Then  ask  how  many 
would  buy.  If  some  would  not  buy,  ask  them  to  explain  the  reasons. 
If  all  would  buy,  ask  them  what  was  the  most  effective  part  of  the 
letter. 

3.  Select  from  The  Outlook,  The  Literary  Digest,  The  Saturday 
Evening  Post,  or  some  similar  periodical  some  advertisement  of  an 
article  about  which  you  can  learn  a  good  deal.  Write  a  complete 
sales  letter.  Read  it  to  the  class  for  criticism.  Let  one  row  of 
students  make  notes  on  contact,  a  second  on  conviction,  a  third  on 
persuasion,  and  a  fourth  on  the  clincher. 

4.  Rewrite  the  letter  in  the  light  of  this  criticism  by  your  class- 
mates. 


160.  Follow-Up  Sales  Letters. — One  letter  is  usually  not 
sufficient  to  produce  a  sale.  Consequently  a  series  of  them  is 
usually  planned  before  the  first  one  is  sent  out.  The  effort  is 
to  present  the  claims  of  the  article  in  such  a  variety  of  ways 
that  the  reader  will  be  won  over.  One  way  is  to  repeat  the 
argument  in  new  and  fresh  manner  time  after  time.  Another 
is  to  present  new  arguments  or  talking  points  in  successive 
letters.  Sometimes  one  letter  is  chiefly  occupied  with  making 
contact,  and  later  ones  with  successive  steps.  With  some 
articles,  the  letters  are  sent  out  in  quick  succession.  With 
others,  they  are  mailed  at  long  intervals.  The  problem 
always  is  to  present  the  buying  appeal  with  such  novelty 
as  to  arouse  interest,  yet  with  such  insistence  on  the  bed- 


274       EFFECTIVE  BUSINESS  COMMUNICATION 

rock  features  that  each  letter  will  strengthen  the  impulse 
to  buy. 

The  two  letters  below  follow  the  one  on  pages  255,  256. 

Second  Letter 

Last  week  a  neighbor  came  to  me,  and  said — "  I  am  thinking  about 
having  my  house  painted,  and  I  am  undecided  what  to  use.  I  know 
you  have  handled  paint  and  ought  to  know  what  will  give  the  best 
service.     What  would  you  suggest  ?" 

I  had  been  looking  at  this  house  and  had  made  up  my  mind  to  sell 
him  Wear-Well  Gloss  Paint  the  ne.xt  time  I  saw  him.  When  he 
asked  for  my  advice,  I  could  give  him  but  one  answer,  "Use  Wear- 
Well."  I  then  figured  up  the  surface  he  had  to  cover,  and  gave  him 
an  estimate  on  the  amount  of  paint  required  for  the  work.  He  was 
more  than  surprised  when  I  quoted  the  price,  as  he  had  expected  to 
pay  half  as  much  again.  To  make  a  long  story  short,  I  sold  him 
enough  Wear-Well  Paint  for  the  job,  and  he  is  going  to  have  a 
responsible  painter  put  it  on  for  him. 

There  is  no  question  about  it,  Wear- Well  Gloss  Paint  will  give  your 
property  the  kind  of  protection  from  decay  and  deterioration  it  de- 
serves. I  have  tested  Wear- Well  Gloss  Paint  myself,  and  can  assure 
you  it  will  substantiate  all  claims  made  for  it. 

Let  me  have  a  chance  to  estimate  on  the  paint  for  your  property. 
It  will  give  me  pleasure  to  furnish  you  this  information,  and  may 
be  the  means  of  saving  you  from  costly  repairs  at  a  later  date. 

Very  truly  yours, 

Third  Letter 

How  much  are  you  paying  each  year  for  fire  insurance? 

If  your  buildings  are  valuable,  I'll  wager  it's  costing  you  consider- 
able, for  you  cannot  afford  to  take  chances  on  having  them  de- 
stroyed, with  no  recompense.  Yet  loss  from  fire  happens  only  once 
in  a  while.  There  is,  however,  another  loss  that  is  bound  to  happen — 
the  loss  from  decay  and  deterioration  when  buildings  are  allowed  to 
go  unpainted,  tvhen  they  need  it. 


SALES  LETTERS— SECURING  ACTION  275 

Paint's  first  duty  is  to  protect — its  second  to  beautify.  Many 
people  tliink  of  paint  only  as  a  beautifying  agent.  If  that  were  all 
it  does,  then  a,  poor,  cheap  paint  would  be  just  as  good  as  a  quality 
paint.  The  most  important  service  of  paint  is  to  protect  the  sur- 
face on  which  it  is  used,  and  for  that  reason,  it  is  wisdom  to  buy  a 
good  paint,  one  that  you  can  depend  upon. 

Wear- Well  Gloss  Paint  will  give  you  both  service  and  beauty,  and 
it  will  add  many  dollars  to  the  value  of  your  property.  I  have 
facts  that  will  prove  that  a  coat  of  Gloss  Paint  will  bring  your  paint 
cost  per  year  down  to  a  minimum,  because  Wear- Well  Paint  covers 
double  the  surface  of  cheap  paints.  Inferior  paints  cover  100  to 
200  square  feet,  two  coats,  to  the  gallon.  Ordinary  ready-mixed 
paints  and  hand-made  paints  cover  200  to  250  square  feet  per  gallon. 
Wear- Well  Gloss  Paint  covers  from  300  to  400  square  feet,  two  coats, 
to  a  gallon. 

Inferior  paints  may  cost  50  cents  or  more  a  gallon  less  than  Wear- 
Well  Gloss  Paint.  Ordinary  paints  may  cost  25  cents  or  more  a 
gallon  less  than  Wear- Well  Gloss  Paint.  Yet  bv  all  the  laws  of 
mathematics  and  common  sense  Wear- Well  Gloss  Pa'nt  is  in  reality 
the  cheapest. 

Not  to  prefer  and  buy  Wear- Well  Gloss  Paint  in  face  of  these  facts 
would  be  like  a  woman  blinded  by  bargain  prices  buying  six  yards 
of  18-inch-wide  silk  for  79  cents  a  yard  when  she  could  get  three 
yards  of  36-inch-wide  silk  for  $L25  per  yard. 

I  should  be  pleased  to  give  you  an  estimate  on  the  cost  of  Wear- 
Well  Gloss  Paint  for  your  house,  and  show  you  color  suggestions. 
Right  now  is  a  good  time  to  have  the  work  done.     May  I  serve  you? 

Very  truly  yours, 

Is  the  argument  in  the  second  different  from  the  first?  Is 
the  manner  of  presentation  different?  Is  the  impulse  to  buy 
strengthened?     How? 

Why  is  the  third  longer  than  the  others?  Does  it  contain 
new  arguments?  Does  it  strengthen  the  impulse  to  buy? 
How? 


276       EFFECTIVE  BUSINESS  COMMUNICATION 
Exercise  141 

1.  On  one  of  the  subjects  on  which  you  have  written  a  complete 
letter  and  about  which  you  know  a  good  deal,  write  a  follow-up 
letter.     In  planning  it,  answer  the  following  questions: 

(a)  What  fresh  point  of  contact  have  you? 

(b)  Do  you  present  a  new  argument  or  talking  point? 

(c)  Is  the  argument  equally  convincing? 

(d)  What  fresh  means  of  persuasion  do  you  employ? 

(e)  Has  the  clincher  enough  variety  to  bring  immediate  action? 

(f)  Does  the  letter  as  a  whole  strengthen  the  impulse  to  buy? 

2.  Read  the  letter  to  the  class.  Let  the  class  be  divided  into  six 
committees,  one  for  each  question.  One  member  of  each  committee 
should  report  on  the  letter.  To  answer  (f)  the  first  letter  in  the 
series  should  also  be  read  to  the  class. 

3.  On  the  basis  of  these  reports,  rewrite  the  letter. 

4.  Write  a  second  follow-up  letter,  the  third  in  the  series.  Treat 
it  as  in  (2)  and  (3)  above. 

5.  Study  thoroughly  your  collection  of  letters  for  the  specimens 
best  illustrating  the  points  taken  up  in  Chapters  XXIII  and  XXIV. 
Make  a  written  report  on  the  actual  practice  of  business  firms  with 
regard  to  the  points  discussed  in  these  chapters  or  at  least  some 
of  the  points. 


CHAPTER  XXV 
SALES  TALKS 

161.  What  Is  a  Sales  Talk?— Most  articles  arc  sold,  not 
by  letter,  but  })y  the  conversation  of  clerks  behind  the  coun- 
ter or  salesmen  traveling  hither  and  thither.  To  know  how 
to  conduct  such  a  conversation  so  that  the  customer  will 
actuall}^  purchase  is  the  most  valuable  ability  anyone  enter- 
ing the  selling  end  of  business  can  possess. 

A  successful  sales  talk  contains  the  same  features  as  a  sales 
letter.  It  must  make  contact  with  the  particular  customer 
or  prospect.  It  must  convince  him  of  the  desirability  of  the 
ai'ticle.  It  must  persuade  him  to  act.  It  must  clinch  his 
resolution  to  buy. 

162.  The  Contact.— r/ic  contact  must  first  of  all  attract  the 
prospect's  attention.  In  sales  behind  a  counter,  the  advertis- 
ing, a  show-window,  some  display  of  goods  on  the  counter 
may  have  already  attracted  attention.  But  the  salesman  can 
attract  further  favorable  attention  by  neat  dress,  a  brisk 
approach,  a  pleasing  voice,  and  a  cultivated  use  of  language. 
He  should  never  ask,  "  What  do  you  want?  "  but,  "  What  may 
I  show  you  today?"  or,  "In  what  way  may  I  serve  you?" 
Once  he  has  secured  the  prospect's  attention  he  should,  how- 
ever, avoid  asking  many  questions  about  size,  quality,  price, 
and  so  on.  To  keep  from  annoying  customers  he  should  begin 
by  showing  the  best  article  that  he  thinks  this  particular 
person  will  buy. 

Whether  behind  the  counter  or  on  the  road,  a  salesman 

277 


27S       EFFECTIVE  BUSINESS  COMMUNICATION 

should  make  a  point  of  knowing  the  customers  by  name. 
Frequently  the  best  way  to  attract  attention  is  to  say,  "Good 
morning,  Mrs.  Brown."  He  should  engage  the  customer's 
entire  attention,  and  listen  closely  to  all  he  or  she  says.  His 
voice  should  be  clear  and  distinct  but  not  loud.  He  should 
appear  more  eager  to  please  than  to  sell. 

In  the  second  place,  the  contact  must  interest  the  pros- 
pect. It  must  contain  some  reference  to  his  affairs.  It 
may  bring  out  some  benefit  to  him,  some  saving  of  money 
or  increase  of  comfort.  His  mind  must  be  turned  from 
what  he  is  thinking  about  and  fastened  upon  the  offer  the 
salesman  is  to  make.  If  possible,  the  salesman  should  get 
the  object  or  some  diagram  or  pictuve  of  it  into  the  pros- 
pect's hands.  He  should  use  his  most  telling  description 
and  his  clearest  explanation  to  show  the  customer  the  nature 
of  the  offer. 

163.  Conviction.— To  convince  requires  a  very  thorough 
knowledge  of  the  goods.  In  fact,  a  salesman  should  know  his 
goods  so  well  that  he  can  answer  any  question  about  them. 
He  must,  of  course,  know  the  prices.  He  should  know  the 
uses  thoroughly.  If  he  is  selling  shoes,  he  must  know  what 
are  appropriate  for  dancing  and  what  for  outdoor  use,  what 
are  best  for  working  men  and  what  should  be  recommended 
for  tender  feet.  Sometimes  he  can  convince  a  prospect  of  the 
desirability  of  an  article  by  referring  to  some  feature  of  the 
history  of  its  production  or  of  its  use.  He  should  therefore 
know  thoroughly  the  process  of  manufacture.  What  are  the 
raw  materials?  Where  and  how  is  the  article  made?  What 
does  it  cost  to  manufacture  and  why?  In  what  ways  is  it- 
superior  to  other  articles  of  the  same  kind?  If  he  cannot 
answer  the  last  question  satisfactorily,  he  can  have  little  hope 


SALES  TALKS  279 

of  success.  Upon  the  answer  depends  the  customer's  decision 
as  to  the  usefuhiess  of  the  article. 

It  goes  without  saying  that  the  salesman's  knowledge  nnist 
be  genuine.  He  cannot  hide  ignorance  by  "bluffing."  The 
clerk  who  told  a  customer  that  a  mercerized  cotton  coat  lining 
was  "genuine  Peruvian  silk"  succeeded  once,  but  he  de- 
stroyed his  further  usefulness  as  a  salesman,  so  far  as  that 
customer  was  concerned.  Genuine  knowledge  of  the  goods 
tends  to  satisfy  the  customer,  and  inspires  the  confitlence  that 
brings  continued  patronage. 

The  most  convincing  kind  of  argument  is  a  deinonstration. 
If  you  are  selling  shoes,  induce  the  prospect  to  feel  the  le&,ther, 
bend  the  soles,  examine  the  sewing,  try  them  on,  or  in  some 
other  way  actively  use  some  of  his  senses.  If  you  are  selling 
a  piece  of  cloth,  get  the  shopper  to  feel  the  texture,  observe 
the  sheen,  note  the  shade  of  color,  or  in  some  other  way  test 
its  suitability  for  her  purpose.  A  demonstration  or  test  is 
the  surest  way  to  convince. 

164.  Persuasion. — To  persuade  frequently  means  to  over- 
come objections.  The  most  skillful  salesmen  anticipate  ob- 
jections. They  describe  the  use  and  the  quaUties  of  the 
article  so  well  that  most  objections  are  met.  They  do  not 
suggest  the  objection.  They  prevent  it  by  the  clearness  of 
the  explanation!  If  objections  are  raised,  they  answer  at 
once.  To  evade  would  arouse  suspicion.  It  need  not  be 
repeated  that  a  salesman  should  tell  the  truth.  If  he  does 
not  know,  the  only  safe  plan  is  to  admit  his  ignorance.  His 
purpose  is  not  merely  to  sell  the  goods  but  to  satisf}'  the 
customer. 

The  most  persuasive  manner  is  one  that  suggests  purchase 
in  every  sentence  of  the  sale.    If  the  salesman  is  indifferent 


280       EFFECTIVE  BUSINESS  COMMUNICATION 

instead  of  enthusiastic,  if  he  hesitates  instead  of  speaking 
confidently,  he  will  have  harder  work  to  carry  the  customer 
to  a  resolution  to  buy.  He  must  at  every  step  picture  the 
article  as  satisfying  the  customer,  as  something  which  the 
customer  will  be  proud  to  own  or  pleased  to  wear  or  enjo}^ 
eating,  or  as  in  some  other  way  affording  personal  pleasure. 
He  should  not  say,  "  Do  you  want  to  buy  some  of  this  candy?" 
That  might  draw  forth  a  "No."  He  should  say,  "You  will 
find  this  candy  very  dehcious,"  or,  "We  have  three  different 
assortments.  Which  do  you  prefer?"  Never  suggest  doubt 
or  a  negative.    Always  be  positive  in  your  suggestions. 

The  most  common  objections  raised  by  customers  may  be 
classified  thus: 

1.  "I  don't  want  it."  This  indicates  that  the  salesman  has 
not  convinced  the  prospect  that  he  needs  the  article.  He 
should  begin  from  a  new  angle. 

2.  "I  don't  need  it."  Again  the  salesman  has  not  been 
convincing.  He  has  not  put  enough  emphasis  on  use.  No 
customer  should  buy  anything  he  does  not  need.  Some 
further  demonstration  is  necessary. 

3.  "It  costs  too  much."  Here  a  comparison  with  cheaper 
articles  should  be  made  to  show  that  it  will  cost  less  in  the 
end  than  a  less  expensive  article.  In  retail  sales  the  cheaper 
article  will  be  sold  if  the  customer  insists. 

4.  "I  can't  afford  it."  The  statement  may  be  true.  In 
that  case  it  would  be  folly  to  overpersuade  the  prospect.  To 
do  so  would  produce  only  dissatisfaction  later.  But  often  the 
salesman  can  show  that  1  he  purchase  will  save  a  great  deal  of 
time  or  toil  or  money.  He  may  even  show  that  the  prospect 
cannot  afford  to  ])e  without  it. 

5.  "I  will  come  in  later."  This  is  frequently  a  polite  way 
of  saying  that  the  salesman  has  not  interested  the  prospect. 


SALES  TALKS  281 

If  it  indicates  merely  inability  of  the  prospect  to  make  up  his 
mind,  the  salesman  should  show  that  delay  will  simply  defer 
his  pleasure  in  the  article,  or  that  the  price  will  be  higher, 
or  that  the  stock  will  be  depleted.  He  should  suggest  some 
definite,  positive  satisfaction  from  immediate  purchase. 

During  the  process  of  persuasion  or  at  any  other  point  in 
the  sale,  the  salesman  should  never  contradict  the  customer 
or  flatly  oppose  him.  He  should  very  tactfully  supply  the 
facts  which  will  undermine  the  customer's  position  and  sug- 
gest the  satisfaction  the  article  is  certain  to  bring.  He  should 
never  fail  to  be  cordial  and  deferential  to  the  customer's 
opinions,  but  he  should  at  the  same  time  be  optimistic  about 
the  goods  he  is  selling.  Full  knowledge  and  enthusiasm 
usually  win  the  sale. 

165.  Clincher. — To  clinch  the  sale  requires  a  good  deal  of 
skill.  To  know  exactly  when  the  purchaser  is  fully  persuaded 
about  the  good  points  of  the  article  requires  very  keen  insight. 
Yet  to  keep  on  talking  after  a  prospect  has  decided  to  buy 
may  weary  her  and  lead  her  to  change  her  mind  completely. 
The  salesman  should  throw  out  a  feeler,  as,  "Do  you  wish  to 
take  this  with  you?"  or,  "  Which  style  do  you  prefer?"  When 
the  customer  has  assented,  the  salesman  should  at  once  make 
out  the  sales  slip,  or  secure  the  signature,  or  in  some  other 
way  close  the  transaction.  If  there  is  a  pause  while  waiting 
for  change,  he  may  fill  it  with  directions  for  use  or  some  other 
suggestion  concerning  the  merits  of  the  article  purchased. 
When  the  customer  leaves,  the  salesman  should  in  some  way 
suggest  that  she  will  be  pleased  with  the  purchase.  He  should 
thank  her  for  it,  not  hurriedly,  but  in  a  tone  that  will  show 
that  he  means  it.  Even  if  she  doesn't  buy,  she  should  be 
made  to  feel  glad  she  had  come. 


282       EFFECTIVE  BUSINESS  COMMUNICATION 

166.  A  Retail  Sale.— 

Scene.     The  school  store,  run  by  the  general  organization. 
Persons.     A  student  salesman  and  a  freshman  customer. 

Salesman.     Good  morning,  John! 

Customer.     Good  morning! 

S.     What  can  we  do  for  you  this  morning? 

C.  I  don't  want  to  buy.  I  came  to  borrow  a  sheet  of  tlieme 
paper.     I  forgot  mine  at  home. 

S.  Sure!  I'll  give  you  one  from  my  note-book.  [He  puts  his  loose- 
leaf  note-book  on  the  counter,  opeiis  it,  springs  open  the  rings, 
and  takes  out  a  sheet.]  Here  it  is!  You  ought  to  have  one  of 
these,  John.  See  how  easy  it  is  to  carry  all  your  paper  around 
in  it.  [Closing  it  and  putting  it  in  John's  hand.]  Whenever  you 
want  to  write,  you  just  open  it  like  this  and  begin  writing. 
[Salesman  illustrates  by  opening  and  writing.] 

C.     Yes,  but  mine's  cheaper.     I'll  bet  yours  cost  half  a  dollar. 

S.  Guess  again!  It  cost  39  cents,  including  the  paper.  It  will 
last  as  many  terms  as  I  take  care  of  it.  It  will  outlast  a  dozen 
bound  note-books.  Besides,  you  can  use  it  for  every  subject 
you  study.  In  the  front  j^ou  may  have  your  English  notes,  as 
I  have  [opening  to  English  7iotcs],  and  farther  on  your  history 
[turning  to  the  middle  of  the  book]. 

C.  But  mine  cost  only  10  cents,  and  I  shall  not  use  more  than  half 
of  it. 

S.  Yes,  that  is  true,  but  you  forget  that  the  other  half  will  go  to 
waste.  If  you  tear  out  the  written  pages,  you  will  ruin  the 
note-book.  But  look  at  this  loose-leaf  note-book.  You  can 
remove  any  pages  you  don't  need  [removing  a  feu:],  and  [closing 
the  rings  again]  the  rest  of  the  book  is  new  again. 

C.     I  never  thought  of  that. 

S.    Here's  a  brand  new  one.     Shall  I  wrap  it  up? 

C.     Oh,  no!     I  haven't  enough  money  with  me  today. 

S.  That's  all  right.  Make  a  small  deposit,  John,  bring  the  rest 
tomorrow,  and  you  can  use  the  book  that  first  study  period 
this  morning. 

C.    All  right.     Here's  a  dime. 


SALES  TALKS  283 

S.     You  will  always  be  ready  with  your  themes  and  notes  now, 

John.     So  long! 
C.     So  long  [walking  ojj  with  the  book  and  a  proud  smile  of  possession] ! 


Exercise  142 

1.  In  this  sale,  does  the  salesman  need  to  catch  the  customer's 
attention?     Wh}'  does  he  address  him  first  instead  of  waiting? 

2.  How  does  he  get  the  interest  of  the  customer? 

3.  How  does  he  convince  the  customer  of  the  value  of  the  article? 

4.  Is  he  tactful  in  urging  the  merits  of  his  own  note-book? 

5.  Does  he  ever  allow  the  conversation  to  become  an  argument, 
in  which  salesman  and  customer  take  opposite  sides? 

6.  How  does  he  persuade  the  customer  to  action?  Does  he  show 
any  special  knowledge  of  the  customer?  Does  he  make  the  desira- 
bility of  the  article  for  this  particular  customer  obvious? 

7.  How  does  he  clinch  the  sale? 

8.  Classify  the  objections  that  are  raised,  according  to  the  types 
on  pages  280,  281. 

9.  How  does  he  suggest  satisfaction  in  the  sale?  Should  he  have 
thanked  the  purchaser? 


167.  Practice. — The  conversation  above  was  the  work  of 
a  student.  It  illustrates  one  of  the  best  ways  to  learn  how  to 
sell  goods.  The  same  article  is  assigned  to  two  students  for 
sale.  Each  studies  the  strong  arguments  or  talking  points 
for  it,  and  also  the  most  likely  objections.  The  contact  he 
can  plan  pretty  carefully,  because  few  customers  raise  ol)- 
jections  so  early.  For  the  rest  of  the  talk  he  must  rely  upon 
his  knowledge  of  the  article  and  of  the  competition  it  will 
meet.  At  the  class  hour  one  of  the  two  will  be  asked  to  act 
as  salesman  and  the  other  as  customer. 

The  class  may  be  divided  into  committees  to  criticize  the 


284       EFFECTIVE  BUSINESS  COMMUNICATION 

talk  in  its  four  divisions.  Some  member  of  each  committee 
should  report  on  each  speech.  By  asking  himself  such  ques- 
tions as  those  on  page  283,  a  committee  member  can  bring 
out  the  strength  and  weakness  of  each  speech. 

A  student  who  engages  in  a  sales  talk  every  day  for  even  a 
single  term  will  have  gained  enough  experience  to  be  able  to 
guide  the  conversation  in  almost  any  sales  situation.  He  will 
be  more  likely  to  succeed  from  the  beginning  of  his  actual 
experience. 


Exercise  143 

1.  The  supposed  customer  in  any  of  the  talks  below  may  be 
chnuged  to  fit  iu  with  the  experience  of  the  pupil  preparing  the  talk. 

(a)  Sell  a  fountain  pen  to  a  boy  student. 

(b)  Sell  a  fountain  pen  to  a  girl. 

(c)  Sell  book  covers  to  a  student. 

(d)  Induce  a  student  to  subscribe  to  the  school  periodical. 

(e)  Induce  a  boy  to  purchase  a  season  ticket  for  the  school  ball 

team. 

(f)  Induce  a  girl  to  jiurchase  the  same  ticket 

(g)  Sell  a  ticket  to  a  school  play  or  concert. 

(h)    Sell  some  kind  of  laundry  soap  to  a  housewife. 

(i)     A  safety  razor  to  a  man  who  has  been  going  to  a  barber  shop. 

(j)     A  set  of  books  to  a  man  who  has  children. 

(k)    A  vacuum  cleaner  to  a  housewife. 

(1)     A  dish-washer  to  a  woman  who  does  her  own  cooking. 

(m)  A  clothes-washer  to  a  woman  who  employs  a  laundress. 

(n)    An  automobile  delivery  wagon  to  a  grocer  who  has  a  horse 

and  wagon, 
(o)    A  typewriter  to  a  man  who  writes  all  his  letters  by  hand, 
(p)    One  make  of  typewriter  to  a  man  who  owns  another  make. 

2.  After  the  delivery  of  each  talk  or  conversation,  let  the  class 
criticize  on  the  basis  of  the  points  in  §  §  162-165. 


SALES  TALKS  285 

Exercise  144 

1.  While  you  are  preparing  your  sales  talk  for  any  of  the  follow- 
ing situations,  consider  the  difficulties  the  salesman  has  to  meet. 

(a)  Sell  an  adding  machine  to  the  owner  of  a  garage. 

(b)  A  mimeograph  to  the  owner  of  a  drug  store  with  t(Mi  clerks. 

(c)  A  multigraph  to  the  vice-president  of  a  bank  in  charge  of 

getting  new  business. 

(d)  An  electric  iron  to  a  woman  who  has  always  used  a  sadiron. 

(e)  An  electric  percolator  or  chafing  dish  or  stove  to  a  woman 

who  has  always  cooked  on  a  coal  or  gas  stove. 

(f)  A  bread-maker  or  cake-mixer  to  a  woman  who  does  her  own 

cooking. 

(g)  A  windmill  to  a  farmer. 

(h)    A  harvester  to  a  farmer  who  has  begun  to  raise  grain. 

(i)  A  threshing  machine  to  a  farmer  who  has  always  waited  to 
rent  another  man's. 

(j)     A  cream  separator  to  a  dairy  farmer. 

(k)    A  milking  apparatus  to  a  dairy  farmer  who  employs  milkers. 

(I)     A  tractor  to  a  farmer  who  has  always  used  horses. 

(m)  An  automobile  to  a  farmer  ten  miles  from  the  railroad. 

(n)    An  automobile  to  a  woman  who  has  never  driven. 

(o)  An  automobile  to  a  man  who  has  driven  another  make  of 
car. 

(p)    Some  particular  brand  of  rubber  tire  for  automobiles. 

(q)  Some  kind  of  automobile  accessory,  as  a  lamp,  storage  bat- 
tery, brake  lining,  self-starter. 

(r)     A  particular  make  of  pistol  or  rifle  to  a  hunter. 

(s)  A  particular  brand  of  soap  to  a  druggist  for  sale  to  his  cus- 
tomers. 

(t)     A  particular  brand  of  shoes  to  a  merchant. 

(u)    A  particular  brand  of  ready-to-wear  clothing  to  a  merchant. 

(v)  A  kind  of  hardware — as  Keen  Kutter  or  Sargent — to  a 
merchant. 

(w)   Any  article  you  have  seen  advertised. 

2.  Let  the  class  criticize  as  in  Exercise  143  (2). 


CHAPTER  XXVI 
ADVERTISING 

168.  Nature  of  Advertising. — Advertising  is  salesmanship 
in  print.  The  fact  that  it  is  in  print  involves  some  dif- 
ferences. First,  it  is  not  addressed  to  a  single  customer.  It 
reaches  a  wide  public,  but  it  loses  the  personal  touch.  If  it  is 
intended  to  reach  a  particular  class  of  readers,  it  must  by  its 
wording  make  sure  of  reaching  that  class.  Second,  it  has  to 
overcome  more  distractions  than  the  salesman.  In  the  news- 
paper or  magazine,  it  must  compete  with  the  news  or  the 
stories  and  articles  and  even  with  other  advertising  matter. 
In  the  street-car,  it  must  compete  with  a  book,  or  a  newspaper, 
or  people  in  the  car;  and  on  a  bill-board  it  must  rival  in 
attractiveness  the  scenery  near  at  hand. 

169.  Its  First  Problem.— Consequently,  the  writer  of 
the  advertisement  must  try  even  harder  than  the  salesman 
to  catch  attention.  An  advertisement  that  is  not  read  is  of 
no  value  to  anybody.  The  devices  are  many.  Head-hnes 
will  frequently  arrest  the  eye.  Unusual  kinds  of  type  tend  to 
set  the  matter  off.  Pictures  are  very  useful.  In  magazines, 
colors  are  coming  to  be  used  more  and  more.  But  the  ''copy," 
or  body  of  the  advertisement  itself,  should  be  compelHng.  It 
should  be  so  concrete,  so  vivid,  that  the  interest  will  not 
waver.  Though  the  average  reader,  instead  of  a  particular 
person,  is  addressed,  the  language  should  seem  to  be  directed 
to  the  particular  person  who  is  reading  it.  The  "  j^ou  attitude  " 
should  never  be  relaxed. 

286 


ADVERTISING 


287 


170.  Attracting  Attention — Bulletins. — The  principle  of 
attracting  attention  should  be  observed  in  all  the  notices  dis- 
played in  or  around  the  school.  Even  a  notice  on  the  black- 
board can  be  poor  or  good.  All  posters  announcing  a  base- 
ball game  or  a  society  meeting  should  be  good  advertisements. 
Use  nouns  and  verbs,  present  active  verbs,  whenever  possible. 
Make  each  phrase  stand  out.  Take  the  reader's  point  of 
view.  Place  what  is  surest  to  interest  him  where  it  is  certain 
to  meet  his  eye. 

Poor  display: 


Our  Team  Will 
Meet  Wolfville 

Saturday,  at 
Richmond  Oval 


Buy  Your  Tickets  Here 


This  bulletin  is  too  leisurely  to  attract  attention.  The 
arrangement  does  not  feature  the  important  matters.  It 
does  not  urge  sufficiently  the  immediate  purchase  of  tickets. 
If  the  student  puts  the  matter  off,  he  may  not  have  the  money 
left.  Besides,  its  invitation  is  somewhat  forbidding.  Buying 
is  in  itself  not  often  a  very  attractive  idea.  As  we  have  seen 
in  Chapters  XXIV  and  XXV,  the  buyer  purchases  to  satisfy 
some  desire.     A  better  form  would  omit  "buy." 


288       EFFECTIVE  BUSINESS  COMMUXiaVTION 
Better  display: 


See  Our  Team 
Defeat  Wolfville 


Saturday,  at  Richmond  Oval 


Tickets  Here.     Buy  Now 


171.  Arousing  Interest — The  Appeal. — Frequently  the 
bulletin  adds  some  appeal  to  the  announcement.  Care  should 
be  taken  to  make  prominent  what  will  interest  the  reader. 
The  arrangement,  the  wording,  the  whole  design  should  win 
attention. 

Weak  appeal: 


Boys  and  Girls!     Don't 
Be  Slackers! 

Come  out  and  Support 
the  Team  Saturday 

It  Cannot  Win  With 
No  One  to  Cheer 


Buy  Your  Tickets  Here 


ADVERTISING 


289 


The  fii'st  lino  should  bo  positive  instoad  of  nogativo.  Tho 
design  of  the  bulletin  does  not  make  anything  stand  out  con- 
spicuously. Th(>  following  secures  better  emphasis  and  is 
better  adapted  to  the  reader's  feelings. 


Stronger  appeal: 


Your  Team 
Needs  You 

,^    Cheer  it  to  Success 

Help  Stocker  Win 

Saturday,  at  Richmond  Oval 


Tickets  Here 
BUY  NOW 


The  appeal  to  loyalty  is  stronger  and  more  rousing  than 
the  threat  of  ridicule  or  contempt.  The  appeal  to  support 
the  pitcher,  Stocker,  is  more  concrete  and  compelling  than 
the  general  statement,  "It  cannot  win  with  no  one  to  cheer." 
"Your  Team"  attracts  attention  and  arouses  interest.  The 
next  two  lines  deepen  that  interest  and  arouse  response.  The 
final  lines  clinch  that  response  with  the  definite  call  for  action. 

The  whole  problem  of  advertising  lies  in  the  answer  to  this 
question ! 

How  can  I  appeal  to  the  reader  so  that  he  will  act  accord- 
ing to  my  wishes? 


290       ]<:i-FK(TIVl']  BUSINESS  COMMUNICATION 
Exercise  145 

1.  Examine  the  posters  in  the  school  corridors,  the  bill-boards  in 
town,  or  the  cards  in  the  street-car.  Copy  them  exactly,  and  re- 
port on  the  following  points: 

(a)  Which  are  the  best  head-lines  for  attracting  attention? 

(b)  What  feeling  or  ideas  are  used  in  the  appeal? 

(c)  How  is  the  reader  induced  to  act? 

(d)  In  which  are  the  important  matters,  by  arrangement  and 

lettering,  made  most  prominent? 

2.  Draw  up  a  bulletin  announcement  of  a  new  issue  of  the  school 
paper,  of  some  athletic  event,  of  a  play,  of  a  dance  or  other  enter- 
tainment, of  an  election  or  club  meeting. 

3.  When  these  are  placed  on  the  blackboard,  let  the  class  criticize. 
A  good  basis  will  be  the  questions  in  1. 

4.  Draw  up  a  form  suitable  for  a  bill-board  or  a  card  in  a  street- 
car. Take  as  your  subject  some  toilet  article,  a  magazine  or  news- 
paper, some  article  of  food. 

5.  Let  the  class  criticize  as  in  3. 


172.  Classified  Advertising.— The  type  of  advertising 
just  considered,  where  nearly  the  whole  problem  is  catching 
attention,  is  sometimes  called  "publicity  advertising."  An 
opposite  extreme  is  "classified  advertising, ""where  catching 
the  attention  is  almost  eliminated.  Such  advertisements  are 
gathered  in  columns  in  daily  newspapers.  They  are  classified 
under  such  heads  as  Help  Wanted,  Lost  and  Found.  Only 
interested  persons  read  these  columns.  The  advertiser  gives 
only  such  information  as  will  help  the  right  interested  persons 
to  reply.  The  chief  question  is,  "Does  the  statement  give 
the  right  kind  and  amount  of  information  in  the  clearest,  the 
simplest  language?" 


ADVERTISING  291 

Exercise  146 

1.  Cut  out  or  mark  in  the  classilietl  columns  the  six  best  advertise- 
ments. 

(a)  Wh\'  is  the  information  of  the  exact  kind  and  amount  re- 

quired? 

(b)  How  is  the  language  kept  clear  and  simple? 

2.  Write  five  Help  Wanted  advertisements  for  different  situations. 
Have  you  given  the  exact  requirements  for  each  position?  Have 
you  kept  the  information  clear  without  making  the  notice  more  than 
three  lines  long? 

Exercise  147 

1.  Write  five  Situations  Wanted  advertisements  for  different  posi- 
tions.    Have  you  indicated  in  each  your  best  qualifications? 

2.  Write  five  Lost  and  Found  advertisements  for  different  articles. 
Have  you  chosen  details  that  will  aid  in  identifying  the  articles? 

3.  Write  other  kinds  of  classified  advertisements. 


173.  Display  Advertising — The  Display  Lines. — Most  ad- 
vertising in  newspapers  and  magazines  is  called  "display 
advertising,"  because  parts  are  set  or  "displayed"  in  bold 
type.  The  head-line  attracts  attention  by  mentioning  some 
feature  of  the  article  sure  to  interest  the  reader.  It  must  be 
concrete  and  concise.  It  must  avoid  generalities  and  tell 
specific,  unusual  facts.  It  may  be  newsy  or  conversational. 
It  may  appeal  to  curiosity,  love  of  home,  or  personal  vanity. 
But  it  must  be  interesting.  It  should  bring  up  a  picture  in 
four  or  five  words. 

Do  not  say: 

A  preparation  for  owners  of  motor  cars. 


292       EFFECTIVE  BUSINESS  COMMUNICATION 

But: 

Remove  Carbon  the  Easy  Way. 

Often  a  second  line  in  the  body  of  the  advertisement  names 
the  article,  or  some  feature  of  it.  The  last  line  usually  con- 
tains the  name  of  the  manufacturer  and  some  indication  of 
where  the  product  may  be  purchased. 

These  two  or  three  lines  must  not  only  interest  the  reader. 
They  must  bring  out  the  most  telling  features  of  the  copy  and 
must  harmonize  with  each  other.  They  must  tell  the  story 
so  that  those  who  run  may  read.  There  is  seldom  room  in  an 
advertisement  for  more  than  one  talking  point,  and  the  dis- 
play lines  should  help  to  drive  that  point  home.  Frequently 
color  and  illustrations  are  employed,  but  all  should  add  em- 
phasis to  the  single  purpose  of  the  advertisement.  Do  the 
display  lines  in  the  advertisement  on  page  293  combine  all 
these  qualifications? 


Exercise  148 

Clip  a  news  story  from  the  daily  paper.  Cut  off  all  the  head-lines. 
Frame  head-lines  of  your  own.  Compare  these  with  the  ones  just 
cut  off.  How  are  those  in  the  paper  more  interesting  and  more 
accurate  as  summaries?  Keep  this  up  until  you  can  write  good 
head-hnes. 

Exercise  149 

Bring  to  class  ten  page-advertisements  from  magazines. 

1.  Do  the  display  lines  in  each  emphasize  the  central  point  and 

harmonize  with  each  other? 

2.  Are  the  lines  brief  and  concrete? 

3.  Do  they  lead  you  to  read  the  advertisement? 


THE  (  JIASE  IS  VI  iONAL  15ANK  ►  ^^ 


l'«  niTHKoimFii iir. 


'i-.r?  .  JiDu^ws 


^f^^^y<  -^1^^^^^ it-*^<y^ 


How  to  insure  checks  against  fraud 

Checks  are  the  safest  form  of  currency— even  though  large  sums  of 
money  are  lost  each  year  through  the  fraudulent  alteration  of  some  kinds 
of  checks. 

Examine  the  one  above.  The  reproduction  is,  of  course,  im- 
perfect; but  a  glance  will  show  that  it  is  not  made  on  ordinary  paper. 

National  Safety  Paper 


You've  seen  it  scores  of  times,  no  doubt, 
for  It  is  nearly  fifty  years  old,  and  hundreds 
of  banks,  including  over  70  per  cent  of  those 
ui  New  York,  Chicago  and  Philadelphia 
Uie  it.  Perhaps  your  own  checks,  or  those 
furnished  you  by  your  bank,  have  that  same 
"wavy  line"  background. 

Then  be  sure  that  you  are  not  among  those 
who  lose  by  check  raising  or  changing.  Any 
attempted  erasure  of  a  check  on  National 
Safety  Paper,  by  knife,  or  by  chemicals,  will 
produce  an  irremovable  glaring  white  stain 
m   the   paper,   rendering  a  fraud   instantly 

George  La  Monte  8c  Son 

(Makers  of  Safety  Tapers 
6t  Broadway  New  York 


detectable.  The  amount  is  safeguarded,  also 
the  payee,  date  and  endorsements.  .And  this 
Is  the  only  way  to  make  those  four  parts  safe. 

Those  banks,  which  do  not  use  National 
Safety  Paper  exclusively,  often  have  various 
styles  of' checks  on  hand.  If  you  want 
National  Safety  Paper  it  is  usually  only 
necessary  to  ask  your  bank  for  it. 

Some  interesting  facts  about  check  frauds 
and  their  preventi*!  are  contained  in  our 
book,  "The  Protection  of  Checks".  We 
shall  be  glad  to  send  it  to  you;  also  samples 
of  National  Safety  Paper. 


teOWmrg 


293 


294       EFFECTIVE  BUSINESS  COMMUNICATION 

174.  The  Copy. — The  copy  for  the  advertisement  must 
make  the  right  appeal  to  get  the  desired  action.  It  should 
arouse  the  reader's  interest  by  showing  him  that  he  needs  the 
article.  It  should  describe  or  explain  its  uses  or  prove  its 
superiority  in  such  manner  as  will  gain  his  confidence.  By 
some  special  inducement  or  a  direct  command  it  should  per- 
suade him  to  act.  The  advertisement  on  page  293  illustrates 
these  five  steps — attention,  interest,  confidence,  'persuasion  to 
act,  clincher. 


Exercise  150 

1.  In  the  advertisement  on  page  293 : 

(n)  What  catches  the  reader's  attention? 

(h)  How  is  the  contact  mado  with  tlie  reader?     What  desire  is 
appealed  to? 

(c)  What  information  that  is  novel  arouses  interest/     Is  this 

information  directly  connected  with  the  quaUties  of  the 
article? 

(d)  How  is  confidence  in  this  particular  article  created? 

(e)  How  is  the  reader  persuaded  to  i;se  it? 

(f)  How  is  his  resolution  clinched? 

2.  Select  two  of  the  advertisements  in  the  Exercise  149.  Explain 
each  by  means  of  the  questions  just  applied  to  the  advertisement 
on  page  293. 


175.  Language. — The  writer  of  advertisements  must 
study  his  language  carefully.  He  may  by  one  word  mar  the 
whole  impression.  Since  he  is  trying  to  catch  the  interest  of 
t  lie  average  reader,  he  must  be  simple,  direct,  concrete.  Ho 
nmst  make  definite,  not  general,  statements,  must  give 
sijecific  facts.     His  sentences  should  usually  be  short.     His 


ADVERTISING  295 

words  should  seldom  be  technical.  They  should  be  forceful 
and  catchy.  Naturally  the  language  used  to  sell  bonds  would 
differ  from  that  used  to  sell  chewing  gum.  But  always  the 
wording  should  be  clear  as  the  sun  to  the  reader  whom  the 
advertisement  seeks  to  reach. 

On  the  other  hand,  the  language  should  set  the  advertise- 
ment off  from  others  in  the  reader's  mind.  The  best  way  to 
accomplish  this  result  is  to  avoid  exaggeration,  to  be  as  defi- 
nite and  concrete  as  possible. 

Do  not  say: 

Our  8ale  of  Wonderful  Shirts. 

But: 

Shirts  HO  A'aried  in  patterns,  so  full  of  sparkle  in  these 
original  colorings  as  to  leave  no  room  for  disappointment. 
Perfectly  tailored,  sleeves  and  body  measurements  in  just 
the  correct  proportions,  ever}^  shirt  in  the  collection  has 
been  made  over  our  well-tried  measurements.  The  ma- 
terials are  fine  printed  Corded  Madras  and  Sturdy  Percales 
that  will  give  the  best  of  service. 

In  other  words,  give  the  reader  some  image  of  the  article 
or  its  chief  quality.  Use  words  exactly,  even  if  j^ou  have  to 
search  long  in  the  dictionary.  Avoid  superlatives  and  many 
adjectives  and  adverbs.  Stick  always  to  the  specific  nouns 
and  verbs. 

Where  the  same  style  is  maintained  throughout  successive 
advertisements,  it  becomes  more  and  more  successful.  The 
reader  remembers  the  earlier  ones  and  greets  the  new  one 
with  something  of  the  familiarity  of  an  old  friend  The  ad- 
vertiser thus  builds  up  what  is  called  "good-will."  He  is 
likely  to  induce  the  reader  not  only  to  buy  for  himself  but  to 
recommend  the  article  to  his  friends. 


296       EFFECTIVE  BUSINESS  COMMUNICATION 
Exercise  151 

1.  In  tlie  advertisement  on  page  293,  what  statements  are  particu- 
larly simple  and  direct?  Where  are  specific  words  well  used?  Are 
there  technical  terms?  Should  they  have  been  used?  What  class 
of  reader  is  addressed?  What  is  the  talking  point?  How  early  is 
it  stated?  How  often  is  it  emphasized?  Are  other  matters 
brought  into  the  advertisement? 

2,  Apply  these  same  questions  to  the  two  magazine  advertise- 
ments which  you  selected  in  Exercise  150  (2). 

Exercise  152 

1.  Write  out  ten  words  ap^rropriate  for  advertising  each  of  the 
following  articles:  bread,  butter,  coffee,  soap,  cereal,  rugs,  chairs, 
jewelry,  dresses,  talking  machines. 

2.  Select  five  advertisements  from  the  daily  newspaper  which  by 
reason  of  general  or  exaggerated  statements  fail  to  create  confidence. 
Rewrite,  improving  the  wording.  Explain  how  you  have  improved 
each  one. 


176.  Suggestion. — There  are  in  general  two  ways  of 
getting  the  desired  response  from  the  reader.  The  first  way 
is  that  of  implanting  proper  suggestions  in  his  mind.  The 
suggestions  will  act  upon  his  senses  or  his  (^motions.  They 
shorten  or  remove  the  period  of  indecision.  On  the  impulse 
he  will  purchase  the  article  advertised. 

Some  suggestions  are  direct: 

Write  today. 

Bake  it  with  Royal  and  be  sure. 

Say  it  with  flowers. 

But  direct  suggestions  often  arouse  opposition.  The  more 
indirect  the  suggestion,  provided  it  be  clear,  the  more  certain 


ADVERTISING  297 

it  is  of  jji-oducing  its  effect.  It  relieves  th(^  purchaser  of  the 
uncomfortable  necessity  of  making  up  his  mind.  The  famous 
slogans : 

.It  Float.s. 

His  Master's  Voice. 

Good  morning!  Have  you  used  Pears'  Soap? 

Ask  the  man  who  owns  one! 

There's  a  reason. 

are  admirable  brief  examples  of  indirect  suggestion.  Some- 
times the  method  is  more  elaborate.  You  may  describe  the 
lusciousness  of  an  apple  or  the  deliciousness  of  a  drink  in  such 
terms  that  the  reader  will  not  rest  satisfied  until  he  eats  the 
apple  or  drinks  the  beverage.  You  may  raise  such  a  picture 
.  of  his  pride  in  the  ownership  of  an  automobile  that  nothing 
will  content  him  but  the  purchase.  You  may  stimulate  such 
fear  of  poverty  or  of  hardship  for  his  family  that  he  will  gladly 
save  considerable  sums  for  investment  or  insurance.  Prob- 
ably the  strongest  of  all  emotions  is  love,  as  love  of  one's 
children  or  family. 

Pictures  are  nearly  always  a  part  of  a  suggestive  advertise- 
ment, because  they  appeal  directly  to  the  feelings  and  more 
l^owerfuUy  than  words.  But  the  words,  too,  should  make 
just  as  vivid  an  appeal  as  possible.  The  following  shows  how 
simple,  yet  how  suggestive,  advertising  style  can  be  made 
(see  page  298) . 

The  power  of  suggestion  is  not  suited  to  all  commodities.  It 
is  naturally  strongest  with  foods  and  drinks,  in  which  the  senses 
rightfully  determine  choice  or  rejection.  It  is  strong  hkewise 
with  luxuries,  where  personal  taste  is  a  deciding  element,  and 
with  toilet  articles  and  matters  of  ornament.  In  general, 
articles  for  women  and  children  are  thought  to  sell  best  by 
suggestion. 


Keep  a  Kodak  Story  of  the  Children. 

In  every  day  of  their  young  lives  are  events  of  almost  dramatic 
interest:  The  painted  gallop  across  the  porch  on  the  hobby  liorse; 
the  adventure  with  the  puppy  in  the  garden;  sister's  new  frock  and 
brother's  tricycle;  that  important  mornipg  when  with  stout  hearts 
they  first  trudge  off  to  school — such  pictures,  preserving  forever  the 
childhood  days,  mean  a  world  of  comfort  to  mother's  heart — yes, 
and  to  father's  too. 

And  just  a  few  years  afterward:  "That's  you,  Polly,  when  you 
were — let  me  see.  Oh  yes,  the  film  says  it  vvas  August  eight,  nine- 
teen nineteen,  your  fourth  birthday.     And  Junior  vvas  five.  " 

Every  picture  worth  taking  is  worth  at  least  a  date,  if  not  a  title. 
It's  all  very  simple  with  an  Autographic  Kodak,  as  simple  as  pressing 
the  button.    And  Autographic  film  costs  no  more  than  the  other  kind. 

EASTMAN  KODAK  COMPANY 

^"  ^''''"■'-  Rochester,  N.  Y.,  The  Kodak  City 


J 


298 


ADVERTISING  299 

Exercise  153 

1.  Bring  in  ten  examples  of  direct  suggestion  and  ten  of  indirect 
suggestion  used  in  national  advertising  in  magazines. 

2.  Rewrite  the  direct  suggestions  in  indirect  form. 

3.  Write  five  direct  suggestions  to  be  used  with :  stockings,  chew- 
ing gum,  tea,  automobiles,  toothpaste. 

4.  Write  an  indirect  suggestion  for  each  kind  of  article. 

Exercise  154 

1.  With  regard  to  the  kodak  advertisement  on  page  298,  answer 
the  following  questions: 

(a)  How  is  the  attention  caught? 

(b)  How  is  interest  aroused? 

(c)  What  are  the  most  vivid  phrases?     Is  the  picturesqueness 

maintained? 

(d)  What  is  the  talking  point?     Is  any  other  matter  introduced? 

Is  the  point  emphasized? 

(e)  Is  there  any  persuasion  to  action? 

(f)  Is  there  any  clinching  of  the  sale? 

2.  Bring  to  class  five  similar  advertisements  and  be  prepared  to 
explain  each  with  the  aid  of  the  ciuestions  under  1. 

3.  Write  a  similar  appeal  for  one  of  the  following: 

(a)  Some  kind  of  musical  instrument. 

(b)  A  toilet  soap. 

(e)  A  cold  cream  or  face  powder. 

(d)  Some  article  of  food. 

(e)  Some  kind  of  beverage. 

(f)  Accident  insurance,  fire  insurance. 

(g)  A  revolver  or  pistol, 
(h)  A  tricycle. 

(i)  A  diamond  ring  or  other  article  of  personal  adornment. 

(j)  An  illustrated  gift  book  or  a  picture. 

(k)  Some  brand  of  candy. 

(1)  A  new  cereal  food. 


300       EFFECTIVE  BUSINESS  COMMUNICATION 

177.  "  Reason  Why."— The  other  way  of  getting  the 
desired  response  from  the  reader  is  by  reasoning  with  him. 
Instead  of  starting  impulses,  you  appeal  to  his  intelligence. 
You  ask  him  to  think  the  matter  out.  You  give  him  evidence 
of  the  superiority  of  the  article  advertised.  Most  of  the  ad- 
vertisement is  taken  up  with  convincing  his  mind. 

In  general,  three  arguments  are  available  to  prove  the 
superiority  of  your  article.  The  quality  may  be  higher,  either 
because  of  the  raw  materials  or  of  the  expert  workmanship. 
The  service  may  be  better,  either  because  it  fills  a  long-felt 
need  in  saving  time  and  labor  or  because  it  will  give  satisfac- 
tion longer  than  its  competitors.  The  price  may  be  lower, 
and  yet  the  quality  and  service  i-emain  equal  to  that  of  the 
competing  articles.  Whatever  the  argument,  the  article 
must  be  made  distinctive  in  the  reader's  mind.  It  must  stand 
out  from  competing  articles  without  any  direct  comparison. 
It  must  rise  above  the  dead  level  of  the  commonplace. 

The  advertisement  on  page  293  is  a  good  example  of 
"reason-why"  method.  The  type  of  article  with  which  it  is 
here  used  is  one  that  is  unfamiliar  to  the  public  and  about 
which  the  pub'ic  needs  information  if  the  demand  is  to  be 
increased.  Where  the  price  is  higher  than  that  of  competing 
articles,  argument  is  necessary.  Devices  for  saving  time  and 
labor,  like  the  typewriter  and  the  mimeograph,  are  usually 
sold  best  by  argument.  In  general,  articles  for  deliberate 
buyers,  as  farmers  and  professional  men,  are  thought  to  sell 
best  bv  "reason- why"  methods. 


Exercise  155 

1.  With  regard  to  the  advertisement  on  page  293,  answer  these 
questions : 


ADVERTISING  301 

(a)  Which  of  the  three  kinds  of  argument  are  used? 

(b)  What  evidence  is  used  to  support  the  argument? 

(c)  How  is  the  comparison  with  competitors  introduced?     How 

is  it  kept  indirect? 

2.  Bring  to  class  five  similar  advertisements,  and  be  prepared  to 
explain  each  by  means  of  these  questions. 

3.  Write  a  similar  advertisement  for  one  of  the  following.  Make 
sure  that  you  know  the  article  thoroughly  before  you  plan  the 
advertisement. 

(a)  Some  particular  make  of  phonograph. 

(b)  A  vacuum  cleaner. 

(c)  A  set  of  furniture,  or  some  one  article,  as  a  chair. 

(d)  A  filing  cabinet. 

(e)  A  dictating  machine. 

(f)  An  adding  machine. 

(g)  An  addressing  machine, 
(h)  An  automobile. 

(i)    A  pneumatic  tire. 

(j)    Some  automobile  accessory,  as  a  carburetor,  a  storage  bat- 
tery, or  a  self-starter, 
(k)  An  encyclopedia  or  other  set  of  books. 

4.  The  class  will  test  the  advertisement  by  means  of  the  questions 
on  pages  294,  296. 


178.  Local  Advertising. — The  examples  studied  so  far  are 
of  products  sold  all  over  the  country.  The  same  principles 
apply  to  retail  advertising,  although  they  have  not  hitherto 
been  used  with  nearly  the  same  skill.  The  national  ad- 
vertising has  therefore  been  the  better  for  study  as  models. 
A  great  variety  of  forms  is  available  in  local  advertising. 
An  interesting  listing  of  them  may  be  found  on  pages  154, 
155,  the  most  common  of  which  are  the  advertisements 
printed  in  local  newspapers.    In  store  advertising  of  this  kind 


James  McCreery  &  Co. 

Avenue  35th  Sir 

S-eond   Floor 

In  Our  New  Fifth  Avenue  Men's  Store 

For  Tliree  Days  Prior 
To  Christmas 

Opportunity 

Knocks  Again 

In  This  Sale 

of 

MEN'S  WINTER 
OVERCOATS 

775   Ulster  Type  Overcoats 
Formerly  $65,  $75  and  $85 

at 

$52-50 


When  it  gets  along  toward  Inventory  Time  there  is  no 
use  of  being  reserved  about  the  sacrifices  you  must 
make.  To  reduce  stocks  you  must  reduce  prices. 
That's  all  there's  to  it.  These  Overcoats  are  from  our 
regular  stock.  And  when  it  came  to  Overcoats  there 
was  no  store  in  New  York  that  could  touch  us  this  year. 
Another  thing:  These  coats  were  reduced  from  $65, 
$75and$85,but  don't  imagine  that  youcould  gel  them 
elsewhere  at  those  figures.  A  McCreery  regular  price 
is  equivadent  to  a  sale  price  at  another  siore. 


USE  THE  5TH  AVENUE  ARCADE 


302 


ADVERTISING 


303 


some  few  arguments  are  of  very 
frequent  value  and  recurrence. 
The  conniionest  is  probably  the 
bargain,  offering  either  unusually 
good  vahies  or  unusually  low  prices. 
The  advertisement  on  page  302 
is  an  excellent  example.  This  argu- 
ment takes  many  forms,  but  in  es- 
sence it  is  an  appeal  to  save  money. 
Another  common  retail  argu- 
ment is  quality.  Some  firms  em- 
phasize their  reputation  with  the 
purpose  of  making  every  customer 
feel  confidence  in  all  his  purchases 
of  them.  Of  course  many  other 
appeals  are  made,  but  the  com- 
monest are  money-saving  and  de- 
pendable quality.  The  accom- 
panying advertisement  illustrates 
the  latter. 


for  men 


Exercise  156 

1.  Find  five  examples  of  each  of 
these  appeals  in  newspaper  adver- 
tising and  bring  them  to  class  for  dis- 
cussion of  their  effectiveness. 

2,  Write  an  advertisement  of  one 
of  the  articles  listed  below.  On  which 
appeal  will  you  chiefly  rely?  In  what 
other  ways  will  you  make  the  adver- 
tisement effective? 


An  old 
proverb  says 
that  a  crack- 
ed bell  can 
never  be 
sound.  Like- 
wise, a  thing 
that  lacks 
quality  will 
always  be 
w  a  n  t  i  n  g. 
There  is 
cheap  cloth- 
ing to  be  had 
if  you "  are 
not  particular  about  its  qual- 
ity. Cheap  shoes  can  be 
found'  (you've  read  of  them) 
if  you  don't  care  how  they 
are  made  nor  how  they  look. 

The  Wanamaker  Store 
knows  every  turn  of  the  mer- 
chandise market,  here  and 
abroad,  and  we  know  that 
certain  standards  are  abso- 
lutely necessary  to  both, 
value  and  satisfaction.  Any- 
thing less  is  a  compromise 
that  serves  a  bad  end. 

That  is  why  Wanamaker 
standards  are  so  well  re- 
spected— they  help  us — and 
you. 

New  Suits 

— for  men,  all  wool,  are  new 
ready  at  ?37.50  and  $65. 

Fine  topcoats 

— of  imported  fabrics — mix- 
tures, have  an  appearance  of 
the  unusual  and  a  guarantee 
of  service — at  $60. 

Shoes  at  $7 

— are  substantial  through- 
out, and  offered  in  six  prac- 
tical styles — tan  or  black — 
broad  or  medium  toe — bluch- 
er  or  straight  lace. 


304       EFFECTIVE  BUSINESS  COMMUNICATION 


(a) 

Shoes 

(b) 

Women's  tailor-made  suits 

(c) 

Men's  silk  hose 

(d) 

Men's  hats 

(e) 

Men's  cravats 

(f) 

China 

(g)  Dress  goods 

(h) 

Girls'  dresses 

(i) 

Hand-bags 

(J) 

Blouses 

(k)  Bovs'  shoes 

(1) 

Sweaters 

Part  III — Expressing  Ideas  Clearly  and 
Correctly 


CHAPTER  XXVII 
SIMPLE  SENTENCES' 

*179.  What  Is  a  Sentence? — If  you  wish  to  give  a  friend 
a  notion  of  a  ball  game,  you  say,  ''an  exciting  game,"  or, 
"  The  game  was  exciting."  The  notion  in  the  two  expressions 
is  about  the  same,  ])ut  the  form  is  different.  In  the  first  your 
friend  will  have  to  supply  some  words  or  wait  for  you  to 
supply  them.  The  form  is  incomplete.  In  the  second  your 
friend  will  not  wait  for  any  added  words  or  supply  any  him- 
self. The  form  is  complete.  The  group  of  words  makes  an 
assertion.  It  makes  a  statement  about  the  game.  It  does 
not  merely  mention  a  subject  you  are  thinking  about.  It 
makes  an  assertion  about  the  subject.  In  other  W'Ords,  it 
records,  not  merely  the  subject  in  your  mind,  but  your 
thought  about  it. 


Exercise  157 

Which  of  these  expressions  are  sentences,  that  is,  which  of  them 
make  complete  assertions?  Which  of  them  merely  mention  no- 
tions?    Which  of  them  do  not  complete  the  assertion  that  is  begun? 


'Sections  179-185,  marked  with  a  star,  should  be  taken  up  in  the 
first  year.  Sections  186,  187  can  best  be  taken  up,  probably  in  the 
second  year. 

20  305 


300  CLEARNESS  AND  CORRECTNESS 

1.  Where  are  the  ball  and  the  glove? 

2.  On  the  bench. 

3.  Oh,  nonsense! 

4.  If  you  want  to  get  a  Spalding  catalogue. 

5.  Having  written  for  a  new  glove. 

6.  The  letter  which  encloses  a  mone3^-order. 

7.  We  started  to  collect  funds  to  equip  the  team. 

8.  Everybody  contributed. 

9.  The  applicant  came  with  letters  of  recommendation. 
10.  A  crowd  made  up  of  office  boys  and  clerks. 


*180.  Parts  of  a  Sentence. — Every  sentence  has  two  parts. 
Some  subject  is  talked  about.  Something  is  said  about  it. 
For  example, 

The  ball  landed  in  center  field. 

is  a  complete  sentence.  It  tells  about  the  6a//.  That  word  is 
the  subject.  What  is  told  about  it  is  that  it  landed,  or  fell. 
That  word  is  the  predicate.  Every  sentence  must  have  these 
two  parts:  subject  and  predicate. 

Sometimes  the  subject  is  not  expressed  and  must  be  sup- 
plied by  the  mind.    In 

Shoot  the  bear, 

the  subject  you  is  understood.  Sometimes  the  subject  con- 
sists of  two  or  more  words  and  is  called  compound: 

Both  the  boys  and  the  girls  were  invited. 

Sometimes  the  predicate  consists  of  two  or  more  verbs  and  is 
called  compound: 

The  girls  stole  away  and  ran  home. 


SIMPLE  SENTENCES  307 

But  both   subject  and  predicate   are   essential  to  every 
sentence. 


Exercise  158 

In  each  sentence  pick  out  the  subject  and  the  predicate. 

1.  Most  large  offices  have  a  list  of  instructions  for  office  boys. 

2.  These  instructions  apply  to  messengers  too. 

3.  Boys  shall  be  courteous  and  shall  conduct  themselves  at  all 

times  in  a  quiet  and  orderly  manner. 

4.  The  mail  clerk,  or,  in  his  absence,  the  file  clerk  gives  orders 

to  the  boj's. 

5.  Courtesy,  a  rule  in  all  good  offices,  makes  friends  for  yourself 

and  the  company. 

6.  It  reduces  the  friction  of  your  work  and  raises  your  standmg 

with  your  employer. 

7.  Your  manner  of  expressing  yourself  is  very  important. 

8.  Loitering  and  loud  talking  in  the  elevators  or  corridors  of  the 

company's  building  are  prohibited. 

9.  During  office  hours  you  must  not  smoke  cigarettes,  or  chew 

gum,  or  read  personal  letters,  or  look  over  the  daily  paper. 
10.  Neatness,  cleanliness,  carriage,  and  address  are  marks  of  self- 
respect  and  add  to  the  efficiency  of  a  boy  in  the  estimation 
of  everyone. 


*181.  Position  of  Subject  and  Predicate. — In  the  sen- 
tences you  have  just  studied  the  subjects  come  before  the 
predicates.  But  it  does  not  always  do  so.  Sometimes  the 
predicate  comes  before  the  subject.  At  other  times  part  of 
the  predicate  comes  at  the  beginning,  so  that  the  subject  is 
in  the  middle.  Both  of  these  ways  of  arranging  the  words  of 
the  sentence  may  be  called  the  inverted  order. 


308  CLEARNESS  AND  CORRECTNESS 

Exercise  159 

Pick  out  the  subject  and  the  predicate  in  each  sentence. 

1.  Do  you  pay  attention  to  interesting  things? 

2.  Can  you  hold  your  mind  on  one  subject  for  five  minutes? 

3.  On  the  platform,  behind  the  railing,  stood  the  mail  clerk. 

4.  Above  the  click  of  the  typewriter  keys  could  be  heard  the 

clear  tones  of  his  voice. 

5.  Very  difficult,  in  this  confusion,  was  the  task  of  noting  his 

instructions. 

6.  First  and  foremost  among  your  numerous  duties  is  accuracy, 

7.  Can  3^ou  afford,  from  fear  of  asking  a  question,  to  deliver  a 

message  incorrectly? 

8.  Much  better  would  it  be  to  have  the  message  repeated. 


*182.  Modifiers. — Most  sentences  consist  of  a  good  many 
words  besides  the  bare  subject  and  the  bare  predicate.  Look 
at  the  sentence : 

The  best  batter  in  the  American  League  stepped  confi- 
dently to  the  plate. 

Several  words  are  added  to  the  subject  batter  and  the  pre- 
dicate stepped.  The  and  best  are  word  modifiers  of  batter. 
They  are  called  modifiers  because  they  modify  or  make  more 
definite  the  meaning  of  batter.  Batters  may  be  of  all  kinds, 
short  or  tall,  old  or  young,  fat  or  thin,  skillful  or  bungling. 
In  this  sentence  the  writer  wishes  to  talk  about  only  one,  the 
best,  and  so  he  modifies  or  makes  definite  the  simple  subject 
by  these  words.  Such  modifiers  are  called  adjectives.  They 
are  used  to  modify  nouns  or  pronouns. 

He  also  uses  a  phrase  modifier,  in  the  American  League, 
because  he  wishes  to  limit  the  meaning  still  further.  Batters 
are  to  be  found  in  country  fields  and  vacant  city  lots,  on 


SIMPLE  SENTENCES  300 

school  teams  and  in  the  professional  leagues.  But  this  sen- 
tence refers  only  to  one  of  these  professional  leagues,  and  the 
phrase  modifier  is  added  to  make  the  meaning  definite  and 
exact.  It  is  called  a  phrase  mo(Ufier  because  it  is  a  grouj)  of 
related  words  which  has  no  subject  or  predicate  of  its  own. 
It  may  also  be  called  an  adjective  modifier. 

In  the  predicate  the  same  kind  of  modifiers  may  be  used. 
Confidently  is  a  word  modifier  of  stepped,  and  to  the  plate 
is  a  i)hrasc  modifier.  They  may  also  be  called  adverbs, 
because  they  modify  the  verb.  Adverbs  modify  a  verb, 
an  adjective,  or  another  adverb. 


Exercise  160 
In  Exercise  158  point  nut  all  the  word  and  phrase  modifiers. 

Exercise  161 

Add  both  word  and  phrase  modifiers  to  both  subject  and  predicate 
in  the  following  sentences. 

1.  Visitor  came. 

2.  Boy  told. 

3.  Manager  looked. 

4.  Boy  went. 

5.  Visitor  waited. 

6.  Ik41  rang. 

7.  Boy  answered. 

8.  He  took  message. 

9.  Papers  were  sent. 
10.  Work  endetl. 


*183.  Verbs. — The   predicate   is   always   a   verb.     Only 
verbs  can  assert  or  state  something  of  a  subject.    Often  the 


310  CLEARNESS  AND  CORRECTNESS 

verb  consists  of  several  words,  as,  had  done,  has  been  told,  will 
he  proceeding. 

Some  verbs  express  an  action  that  passes  over  to  or  affects 
an  object;  as. 

The  ball  hit  the  boy's  nose. 

The  action  expressed  by  hit  passss  over  to  or  affects  nose. 
Such  verbs,  called  transitive,  need  an  object  to  complete 
their  meaning.  Other  verbs  do  not  require  such  a  word  to 
complete  their  meaning;  as, 

He  came  slowly. 

Came  does  not  express  any  action  passing  over  to  or  affecting 
an  object.    Such  verbs  are  called  intransitive. 


Exercise  162 

In  Exercises  158  and  159  pick  out  the  transitive  verbs  and  their 
objects. 


*184.  Participles.— Certain  kinds  of  phrase  modifiers  are 
sometimes  confusing  because  they  contain  forms  of  the  verb 
which  do  not  assert.    For  example, 

Coming  to  the  office,  she  found  the  door  locked. 

Now  the  only  assertion  here  is,  she  found  the  door  locked. 
Coming  expresses  action  but  it  does  not  assert  it  of  any  sub- 
ject. It  is  used  to  modify  she,  the  subject  of  found.  In  the 
sentence: 

Look  out!    He  is  coming. 


SIMPLE  SENTENCES  311 

the  word  coming  is  used  as  part  of  the  predicate,  w  coining 
— a  verb  which  does  assert  something  of  the  subject  he. 
Take  another  example: 

Struck  on  the  forehead  liy  the  ball,  the  batter  uttered 
a  groan. 

The  only  assertion  is,  the  batter  uttered  a  groan.  The 
word  struck  expresses  an  action,  to  be  sure,  but  it  does  not 
assert  it  of  any  subject.  It  merely  modifies  batter,  the  subject 
of  uttered.    On  the  contrary,  in 

Tlie  batter  was  struck  by  tlie  ball. 

the  word  struck  is  part  of  the  verb  was  struck,  which  does 
assert  something  about  its  subject,  batter. 

Now  such  words  as  coming  and  struck  are  forms  of  the  verb 
and  are  called  participles.  They  express  action,  but  when 
they  are  used  like  an  adjective  to  modify  some  noun  or  pro- 
noim,  they  do  not  assert  and  consequently  do  not  form  a 
predicate. 


Exercise  163 

Pick  out  the  subject  and  the  precHcate  in  each  sentence,  and  tell 
how  each  participle  is  used. 

1.  The  check,  properly  indorsed,  was  deposited  the  next  day. 
,2.  Avoiding  slipshod,  careless,  and  indifferent  habits,  the  office 
bo_y  took  pains  to  fold  correspondence  neatly  before  insert- 
ing it  in  the  envelope. 

3.  Economy,  meaning  to  make  the  greatest  use  of  everything  in 

your  possession,  applies  to  little  things  like  lead  pencils 
and  stationery. 

4.  Not  being  busy  himself,  the  clerk  looked  about  to  tind  some 

one  in  need  of  help. 


312  CLEARNESS  AND  CORRECTNESS 

5.  The  new  messenger  passed  through  the  corridors  of  the  coin- 

l)any 's  building,  studying  the  names  of  the  departments  and 
in(iuiring  about  their  business. 

6.  The  drawer  of  the  fihng  cabinet,  filled  with  letters,  fell  to  the 

floor. 

7.  The  clerk,  stooping  to  gather  the  flying  sheets,  struck  her 

head  against  a  corner  of  the  case. 

8.  The  typewriter,  misused  by  all  beginners,  was  now  out  of 

alignment. 

9.  He  now  came  to  a  sheet  covered  with  blots. 

10.  He  at  length  discovered  a  secret  long  withheld  by  his  em- 
ployer. 

Exercise  164 

The  following  was  written  by  a  pupil  in  a  large  high  school,  narrat- 
ing how  he  induced  a  fellow-student  to  patronize  the  school  lunch- 
room. Which  of  the  groups  of  words  are  sentences?  Which  make 
no  assertion? 

1.  I  asked  him  what  his  sandwiches  were  made  of. 

2.  He  replied,  ''  Rolls  and  15  cents'  worth  of  cheese." 

3.  The  four  rolls  making  the  cost  of  his  lunch  1 9  cents. 

4.  I  then  explained  how  he  could  get  a  hot  lunch  for  20  cents. 

5.  Mashed  potatoes  and  anj^  kind  of  vegetable  costing  10  cents. 

6.  A  good  slice  of  meat  included  with  them. 

7.  The  first  course  thus  costing  10  cents. 

8.  Next  you  can  have  a  cup  of  hot  cocoa  or  a  glass  of  cold  milk 

for  5  cents. 

9.  Leaving  a  wide  choice  of  desserts  for  his  other  nickel. 

10.  Among  them  delicious  cake,  a  baked  apple,  an  orange,^  a 

pudding. 

11.  I  appealed  to  his  sense  of  comfort . 

12.  Not  being  bothered  by  carrying  a  lunch  and  having  it  throwTi 

about. 

13.  Not  having  to  bother  his  mother  to  prepare  it. 

14.  Having  a  good,  hot,  appetizing  lunch  instead  of  dry  rolls  and 

cheese. 


SIMPLE  SENTENCES  313 

15.  Besides,  he  is  heli)ing  the  school,  Ijecause  the  kinchroom  is 
run  by  the  school. 


*185.  Infinitives. — Another  form  of  the  verb  which  does 
not  assert  but  may  modify  is  the  infinitive.    In  the  sentence, 

To  secure  the  position  he  applied  in  person. 

the  assertion  is  he  applied.  To  secure  expresses  action,  but  it 
does  not  assert.    It  modifies  the  verb,  applied.    In, 

Eager  to  succeed,  he  studied  at  an  evening  school. 

to  succeed  modifies  the  adjective,  eager,  and  is  consequently 
an  adverb. 

His  desire  to  stay  on  the  team  induced  him  to  study  harder. 

Here  to  stay  modifies  the  noun  desire,  and  is  therefore  an 
adjective. 

To  own  at  least  one  Liberty  bond  was  his  ambition. 

Here  to  own  is  the  subject  that  is  talked  about.  To  own  is 
therefore  a  noun,  used  as  the  subject  of  the  verb  was. 

Infinitives  may  have  subjects.    For  example,  clerks  is  the 
subject  of  to  arrive  in : 

The  managers  request  all  clerks  to  arrive  on  time. 

Yet  clerks  to  arrive  on  time  is  not  a  sentence,  because  to  arrive 
is  not  an  assertion — it  expresses  the  action  without  asserting 
it.  The  assertion  that  is  made  is,  managers  request.  The 
whole  infinitive  phrase,  all  clerks  to  arrive  on  time  is  the  object 
of  the  verb  request. 


314  CLEARNESS  AND  CORRECTNESS 

Exercise  165 

Which  of  the  following  groups  of  words  are  sentences?  In  the 
sentences  pick  out  the  subject  and  the  predicate  of  each,  and  the 
participial  or  infinitive  phrases.  How  is  each  such  phrase  used  in 
the  sentence? 

1.  Regarding  your  letter  of  February  10,  containing  a  check  for 

sixteen  dollars  ($16). 

2.  Referring  the  matter  to  his  secretary,  he  took  the  first  train 

for  the  East. 

3.  To  secure  an  early  reply,  he  enclosed  an  addressed,  stamped 

envelope. 

4.  To  reveal  any  information    gained    from    your   employer's 

correspondence  is  an  act  of  treachery. 

5.  He   sent   his   personal   representative,  instructing   him    to 

smooth  matters  over. 

6.  To  induce  you  to  become  a  member  of  our  club. 

7.  Good,  honest  work,  completed  on  time,  is  always  a  step  to 

promotion. 

8.  All  dressed  up  and  nowhere  to  go. 

9.  He  sent  enough  to  clothe  a  whole  family  well. 

10.  She  spent  most  of  her  money  in  an  effort  to  have  a  good  time. 

11.  Beside  the  fireplace  in  far-off  times  he  had  lain  on  winter 

nights,  to  hear  his  uncles  tell  tales  of  hunting,  or  to  hear 
them  play  the  violin. 

12.  Removing  the  receiver,  the  boy  spoke  distinctly,  but  not  too 

loudly,  into  the  mouthpiece,  giving  his  employer's  name. 

13.  Seeing    a  visitor    enter    the    office,   the  stenographer    ap- 

proached him  with  a  smile  and  asked  him  for  his  card. 

14.  Requesting  the  caller  to  wait,  she  went  into  the  inner  office 

to  learn  the  wishes  of  the  manager. 

15.  The  visitor  was  pleased  with  her  courtesy  and  commented 

upon  it  to  her  manager. 


186.  Order  in  the  Sentence. — Modifiers,  as  we  have  seen, 
are  used  to  express  the  meaning  more  exactly.    But  careless 


SIMPLE  SENTENCES  315 

writers  sometimes  confuse  their  meaning  i-ather  than  express 
it,  because  they  do  not  follow  a  very  simple  rule:  Modifiers 
should  be  placed  as  near  as  possible  to  the  words  they 
modify. 

Confusing: 

He  went  to  the  picnic  grounds  which  wore  situated 
some  distance  up  the  rivor  in  a  canoe. 


Better: 


He  went  in  a  canoe  to  the  picnic  {irnunds  which  were 
situated  some  distance  up  the  rivor. 


Exercise  166 

Make  these  sentences  clearer  by  placing  the  modifiers  as  close  as 
possible  to  the  words  they  modify. 

1.  The  store  over  there  where  the  gentleman  stands  with  the 

glass  front  is  my  father's. 

2.  The  number  of  the  typewriter  is  5A  with  a  billing  attachment . 

3.  A  boy  should  not  enter  the  high  school  who  cannot  spell. 

4.  In  helpful  hints  this  periodical  surpasses  all  others  to  the 

man  who  is  selling  drugs. 

5.  He  wanted  to  have  his  t.ypewriter  packed  as  he  was  loa\  ing 

for  the  summer  in  a  strong  box. 

6.  Every  soap  is  not  good  for  washing  silk. 

7.  Do  not  w^ite  without  definite  orders  to  manufactuiers. 

8.  The  boy  was  trying  to  sweep  the  floor  with  a  dirty  face. 

9.  He  urged  his  brother  to  come  to  town  in  his  letter. 

10.  He  didn't  ever  recall  having  applied  to  the  manager. 

11.  I  once  remember  skipping  rope  till  I  dropped. 

12.  I  only  eat  a  roll  for  breakfast,  but  I  have  an  appetite  that  is 

terrible  for  dinner. 

13.  We  have  just  published  a  pamphlet  regarding  Mctory  notes 

which  may  be  had  for  25  cents. 


316  CLEARNESS  AND  CORRECTNESS 

14.  There  are  still   something   over  in  Europe   like    1,560,723 

soldiers. 

15.  The  selfish  American   put   his   patriotism  when   the  guns 

stopped  booming  on  the  shelf. 

16.  We  never  had  the  golden  opportunity  before  within  our  grasp 

of  securing  a  large  share  of  the  world's  trade. 

17.  He  stopped  and  waited  for  the  other  boj^s  to  run  on  in  search 

of  him  behind  the  counter. 

18.  The  gentleman  standing  in  the  doorway  with  the  high  collar 

is  the  principal. 

19.  Wanted:  A  girl  who  can  take  dictation  with  a  high  school 

diploma. 

20.  He  adds  the  totals  of  all  the  sales  slips  made  out  by  the 

clerks  on  an  adding  machine. 


187.  Correlatives. — Particularly  troublesome  are  correla- 
tives: not  only — but  also,  both — and,  either — or,  neither — nor. 
They  should  precede  the  words  which  they  connect. 

Wrong: 

He  not  only  scolded  me  when  I  was  late  but  also  after 
school. 

Now  scolded  is  not  joined  with  after  school.     The  thought  that 
is  related  is  expressed  by  the  clause,  when  I  was  late. 

Better: 

He  scolded  me  not  only  when  I  was  late  hut  also  after 
school. 

In  general,  the  correlatives  should  precede  the  same  part 
of  speech. 

Wrong: 

Either  he  doubted  my  word  or  wished  to  make  me  an  ex- 
ample to  the  rest  of  the  class. 


SIMPLE  SENTENCES  317 

This  can  be  improved  by  putting  the  correlatives  before  the 
vcrbsu 

Better: 

He  cither  doubted  my  word  or  wished  to  make  me  an 
example  to  the  class. 


Exercise  167 

Improve  the  placing  of  the  correlatives  in  these  sentences. 

1.  They  neither  minded  the  rain  nor  the  wind. 

2.  Either  you  understand  the  instructions  or  fail  to  understand 

them. 

3.  Either  she  was  too  bashful  to  speak  or  too  dull  to  understand. 

4.  He  not  only  tried  to  make  high  grades  in  his  studies  but 

good  friends  among  the  pupils. 

5.  They  went  home  either  during  a  thunderstorm  or  a  cyclone. 

6.  The  boy  neither  succeeded  in  the  office  nor  in  the  factory. 


CHAPTER  XXVIII 

COMPLEX  AND  COMPOUND  SENTENCES^ 

*188.  Dependent  Clauses. — Most  of  the  sentences  that 
we  have  been  studying  are  simple,  for  they  contain  one  asser- 
tion only.  That  is,  they  have  one  subject  and  one  predicate, 
either  or  both  of  which  may  be  compound.  To  go  back  to 
some  of  our  earlier  sentences,  compare  these  forms : 

1.  The  best  batter,  in  the  American  League  stepped  to 
the  plate  confidently. 

2.  The  batter,  who  was  the  best  in  the  American  League, 
stepped  to  the  plate  confidently. 

1.  Coming  to  the  office,  he  found  the  door  closed. 

2.  When  he  came  to  the  office,  he  found  the  door  closed. 

1.  Struck  on  the  forehead  by  the  ball,  the  batter  uttered 
a  groan. 

2.  Because  he  was  struck  on  the  forehead  by  a  ball,  the 
batter  uttered  a  groan. 

1.  To  secure  the  position,  he  applied  in  person. 

2.  That  he  might  secure  the  position,  he  applied  in 
person. 

The  first  sentence  in  each  set  has  the  same  main  assertion 
as  the  second  sentence.  But  the  second,  in  place  of  a  word  or 
phrase,  has  a  group  of  words  containing  its  own  subject  and 
predicate:  who  was  the  best  in  the  American  League;  when  he 


'  Sections  188-192  should  be  studied  in  the  first  year.    Sections  193- 
195  can  better  be  taken  up  later,  probably  in  the  second  year. 

318 


COMPLEX  AND  COMPOUND  SENTENCES       319 

came  to  the  office,  etc.  This  group  of  words  is  called  a  de- 
pendent clause.  It  differs  from  a  participial  or  infinitive 
phrase  because  here  the  verb  asserts  something  of  its  sub- 
ject.   If  a  group  of  words  asserts  something,  it  is  a  clause. 

A  dependent  clause  is  like  a  phrase  or  word  because  it  takes 
the  same  part  in  the  sentence  as  that  word  or  phrase.  That 
is,  it  performs  the  same  function.  In  the  first  two  sentences, 
m  the  American  League  describes  batter,  and,  as  it  modifies  a 
noun,  is  used  as  an  adjective.  Who  was  the  best  in  the  Amer- 
ican League  likewise  describes  batter  and  is  therefore  an  adjec- 
tive clause.  In  the  last  two  sentences  to  secure  the  position 
explains  why  he  applied.  It  modifies  the  meaning  of  the  verb 
because  it  tells  the  purpose  of  the  action  expressed  by  applied. 
In  other  words,  the  phrase  is  used  as  an  adverb.  That  he 
might  secure  the  position  also  tells  why  he  applied.  It  there- 
fore performs  the  same  function,  and  is  an  adverb  clause. 
In  short,  function  means  use  in  the  sentence. 

A  clause  is  dependent  when  it  performs  the  function  of  a 
word;  that  is,  when  it  is  used  as  an  adjective,  an  adverb,  or  a 
noun.  Such  a  clause  cannot  itself  be  a  sentence  because  it  forms 
part  of  another  thought.  It  does  not  itself  record  a  complete 
thought. 


Exercise  168 

Which  of  these  groups  of  words  are  sentences?    Which  are  only 
dependent  clauses,  that  are  in  themselves  incomplete? 

1.  If  you  wish  to  make  a  pleasing  impression. 

2.  A  letter  must  be  neat,  well  arranged,  and  most  important  of 

all,  well  expressed. 

3.  Since  the  first  two  qualities  lie  absolutely  with  you. 

4.  Smudged,  misspelled,  uneven  letters,  will  very  quickly  affect 

your  standing. 


320  CLEARNESS  AND  CORRECTNESS 

5.  Your  common  sense  and   knowledge  of  English  must  be 

constantly  exercised  for  the  proper  interpretation  of  the 
dictation. 

6.  Although  the  subject  matter  rests  with  the  dictator. 

7.  As  thoughtful,  careful  attention  to  work  is  essential. 

8.  When  you  are  suffering  from  headaches  and  other  ailments. 

9.  Through  systematic  work,  proper  diet,  rest,  and  recreation, 

you  must  cultivate  good  health. 

10.  Which  is  an  indispensable  requisite  to  good  work. 

11.  If  you  do  not  give  proper  attention  to  your  health. 

12.  You  will  not  find  yourself  every  morning  fresh,  well  rested, 

and  in  good  spirits. 

13.  When  you  take  an  intelligent  interest  in  your  work. 

14.  So  that  you  will  enjoy  the  hours  you  spend  at  the  office. 

15.  Learn  to  do  your  work  systematically. 

16.  That  your  energy  may  result  in  the  greatest  output  with  the 

least  weariness. 

17.  Because  the  proper  conservation  of  paper,  pencils,  pins,  rub- 

ber bands,  and  carbons  will  show  your  interest  in  the  firm. 

18.  Your  progress  and  pay  depend  on  your  attitude  toward  your 

duties. 

Exercise  169 

Select  the  dependent  clauses  in  the  following  sentences.  Show 
what  function  each  performs  in  the  sentence  of  which  it  is  a  part. 
Point  out  in  each  clause  the  subject  and  the  predicate. 

1.  When  you  leave  school,  you  may  have  an  inclination  to  enter 

a  factory. 

2.  Although   the   pay   looks   attractive,  you  should  consider 

j^our  future  before  entering  the  factory. 

3.  If  you  walk  along  the  street  in  a  manufacturing  district,  you 

will  find  many  cards  offering  you  work. 

4.  You  will  finally  come  to  one  where  the  offer  seems  attractive. 

5.  Without  asking  you  any  questions,  the  employment  clerk 

leads  you  between  rows  of  machines  until  he  comes  to  one 
that  punches  two  holes  in  a  metal  plate. 


COMPLEX  AND  COMPOUND  SENTENCES       321 

6.  The  operation  of  the  machine  is  so  simple  and  automatic 

that  one  boy  sixteen  years  old  can  feed  and  tend  two  or 
three  machines. 

7.  The  boy  must  be  alert,  because  he  must  stop  the  machine  by 

pulling  a  lever,  if  anything  occurs  to  interrupt  the  opera- 
tion of  the  machinery. 

8.  He  must  do  this  instantly  that  no  harm  may  come  to  the 

machine. 

9.  Unless  something  goes  wrong,  his  only  duty  will  be  to  pick 

up  the  plates  and  arrange  them  in  boxes. 

10.  The  boy  acts  as  if  he  enjoyed  the  work. 

11.  But  you  must  ask  yourself  whether  you  would  like  to  do  this 

sort  of  work  for  the  rest  of  your  life. 


*189.  Conjunctions. — If  you  look  back  over  the  sentences 
just  above,  you  will  find  that  each  subordinate  clause  is 
introduced  by  one  of  these  words:  when,  although,  if,  where, 
until,  so  that,  because,  that,  unless,  as  if,  whether.  These  words 
have  a  special  name — conjunctions.  A  conjunction  joins 
words  or  groups  of  words.  Since  these  conjunctions  are  used 
to  introduce  dependent  or  subordinate  clauses,  they  are 
called  subordinating  conjunctions. 


Exercise  170 

Some  of  the  chief  subordinating  conjunctions  are: 

although,  though  since  (because) 

as  (because)  than 

as  if,  as  though  that 

because  unless 

if  whereas 

lest  whether  (whether — or) 


322  CLEARNESS  AND  CORRECTNESS 

Look  up  the  exact  meaning  of  each  one  in  a  dictionary.  Then 
find  in  your  text-books,  or  write  out  from  your  own  mind,  two  sen- 
tences for  each  conjunction  in  the  Hst.  LTnderHne  the  subject  and 
the  predicate  of  each  dependent  clause.  Explain  its  function,  or 
the  part  it  plays  in  the  sentence. 

Exercise  171 

Other  subordinating  conjunctions  are: 

where  whence 

whither  wherever 

when  whenever 

while  as  (expressing  time) 

how  why 

before  after 

till  until 

since  (expressing  time) 

Find  in  your  text-books,  or  compose,  two  sentences  for  each  word 
in  the  list.  Underline  the  subject  and  the  predicate  of  each  depen- 
dent clause.     Explain  its  function  in  the  sentence. 


*190.  Relative  Pronouns. — 

The  batter,  who  was  the  best  in  the  American  League, 
stepped  confidently  to  the  plate. 

The  subordinate  clause  in  this  sentence  is :  who  loas  the  best 
in  the  American  League.  The  way  in  which  it  differs  from  the 
subordinate  clauses  we  have  been  studying  so  far  is  that  it 
has  no  separate  introductory  word  or  conjunction.  The  sub- 
ject pronoun,  who,  is  also  the  connecting  word,  referring  to 
batter. 

Suppose  we  had  these  sentences: 

That  is  the  man. 
He  came  yesterday. 


COMPLEX  AND  COMPOUND  SENTENCES       323 

We  might  combine  them  in  this  way : 

That  is  the  man,  and  he  came  yesterdaj\ 

He  would  be  the  subject  of  came,  and  and  would  connect  the 
two  thoughts.  Now  in  place  of  the  connective  and  the  pro- 
noun he  we  can  insert  one  word,  the  pronoun  who,  as  follows: 

That  is  the  man  who  came  yesterday. 

The  who  is  both  the  subject  of  came  and  the  connecting  word 
that  shows  the  dependence  of  this  clause  on  man.  Such  pro- 
nouns are  called  relative  pronouns,  because  they  are  used  not 
only  as  pronouns  but  as  connectives  to  show  the  relation  of 
the  clause  to  its  antecedent. 


Exercise  172 

The  chief  relative  pronouns  are  loho,  ichich,  and  that.  Write 
five  sentences  to  illustrate  each  one  of  these  pronouns.  Remember 
that  ivho  refers  only  to  persons,  which  only  to  inanimate  objects, 
and  that  to  both.  Point  out  the  subject  and  the  predicate  in  each 
clause,  and  the  connection  between  the  clauses  in  each  sentence. 

Exercise  173 

Pick  out  all  the  dependent  clauses,  and  indicate  the  conjunctions 
or  relative  pronouns  by  which  they  are  introduced. 

1.  If  you  applied  to  yourself  for  a  job,  would  you  get  it? 

2.  Are  you  treating  your  employer  as  you  would  have  him  treat 

you? 

3.  You  should  know  how  orders  are  received  and  handled  so 

that  the  customer  gets  what  he  wants  and  is  paying  for. 

4.  If  you  dust  and  clean  the  typewriter  every  morning  before 

beginning  to  write,  your  letters  will  look  much  neater. 


324  CLEARNESS  AND  CORRECTNESS 

6.  When  any  repairs  are  recjuired  or  the  machine  gives  any 
trouble,  report  the  matter  at  once  to  the  person  in  charge. 

6.  When  you  are  taking  dictation,  write  the  date  at  the  top  of 

the  page  when  you  begin  work,  so  that  you  may  have  it 
ready  for  future  reference. 

7.  If  the  man  who  is  dictating  leaves  out  the  marks  of  punctua- 

tion, you  should  try  to  insert  all  marks  that  may  be 
necessary  to  make  the  meaning  clear. 

8.  The  letter  which  you  write  from  your  notes  should  be  ar- 

ranged in  a  way  that  will  please  the  reader. 


*191.  Uses  of  Dependent  Clauses. — As  we  saw  on  page 
319,  dependent  clauses  may  be  used  as  adjectives,  to  modify 
nouns  or  pronouns;  as  adverbs,  to  modify  verbs,  adjectives, 
or  other  adverbs;  or  as  nouns,  in  some  place  where  a  noun 
may  be  employed.  You  will  understand  sentences  much 
better  if  you  note  exactly  in  which  of  these  three  ways  the 
dependent  clause  is  used  in  each  sentence.  You  should  form 
the  habit  of  thinking  of  the  function  of  each  dependent  clause. 


Exercise  174 

Pick  out  the  dependent  clauses  in  the  following  passage,  pointing 
out  the  subordinating  conjunction  or  relative  pronoun,  and  showing 
exactly  how  the  dependent  clause  is  used  in  the  sentence. 

"Feeling  that  his  boy  ought  to  be  earning  a  living,  the  father  set 
out  with  him  to  find  a  job.  He  soon  came  to  a  place  that  offered 
$12  a  week.  Entering  the  employment  office,  they  were  met  by  a 
pale  clerk  who  led  them  to  a  floor  filled  with  clattering  machines. 
There  they  paused  before  a  machine  spinning  copper  wire  and  wind- 
ing it  on  spools.  Pleased  with  the  clean  surroundings  and  the  light 
coming  from  hundreds  of  windows,  the  father  asked,  '  What  are  the 
chances  for  advancement  ?'    The  clerk,  accustomed  to  such  inquir- 


COMPLEX  AND  COMPOUND  SENTENCES       325 

ies,  began  to  mention  actual  occurrences  in  the  factory.  'One 
young  man,  blessed  with  observant  eyes,  saw  that  the  most  impor- 
tant man  in  the  factory  is  the  mechanical  engineer.  By  attending 
evening  classes  he  became  in  due  time  a  successful  mechanical 
engineer.  Some  years  ago  another  young  man,  dreaming  of  the 
future  while  watching  the  machine,  pictured  himself  the  successor 
of  a  grouchy  foreman.  By  diligence  at  his  work  and  suggestions 
showing  to  the  manager  his  sound  judgment,  he  at  length  achieved 
his  ambition.  Coming  as  he  did  from  among  the  workers,  he  is 
responsible  for  the  excellent  conditions  to  be  seen  here.'  The 
father,  impressed  by  these  examples,  decided  to  think  over  the 
prospects  for  the  future  of  his  son." 

Exercise  175 

Turn  all  the  participial  phrases  in  the  preceding  exercise  into 
clauses.  What  is  the  connective  in  each  new  dependent  clause? 
What  is  the  relation  expressed?  What  function  does  each  new 
clause  perform  in  the  sentence? 


"192.  Compound  Sentences. — We  have  become  ac- 
quainted with  two  kinds  of  sentence.  In  Chapter  XXVII 
we  learned  that  sentences  containing  only  one  subject  and 
one  predicate  are  called  simple.  In  this  chapter  thus  far  we 
have  been  studying  sentences  containing  one  or  more  depen- 
dent clauses.  They  are  called  complex.  Now  study  this  sen- 
tence as  an  illustration  of  a  third  kind: 

He  looked  into  soap  factories,  paint  factories,  and 
bread  factories,  but  nowhere  could  he  find  a  position  certain 
of  leading  to  advancement. 

How  many  sets  of  subjects  and  predicates  has  it?  Is  either 
set  dependent?  What  is  the  relation  between  the  sets?  What 
word  expresses  the  relation? 


326  CLEARNESS  AND  CORRECTNESS 

Now  when  two  or  more  clauses  in  a  sentence  would  each 
make  complete  sense  if  standing  alone,  we  call  that  sentence 
compound.  That  is,  a  compound  sentence  contains  two  or 
more  independent  clauses.  The  word  but  which  connects 
the  two  clauses  in  the  sentence  above  is  a  conjunction,  but  it 
is  unlike  the  subordinating  conjunctions  that  we  have  been 
studying.  The  clauses  which  but  connects  are  of  equal  or 
co-ordinate  rank,  and  but  is  accordingly  called  a  co-ordinating 
conjunction. 


Exercise  176 

In  the  following  sentences  select  all  the  compound  sentences,  and 
in  each  point  out  the  subject  and  the  predicate  of  each  clause. 

1.  The  act  of  parliament  of  1660,  which  inaugurated  the  post- 

office  in  England,  was  no  mere  accident,  for  it  came  at  a 
period  when  England  took  her  first  stride  toward  com- 
mercial dominance. 

2.  A  London  firm  that  received  one  letter  in  the  time  of  Charles 

II  would  receive  one  thousand  today,  and  it  would  receive 
them  with  much  greater  dispatch  and  dependability. 

3.  Since  1660  not  only  has  the  bulk  of  commercial  correspond- 

ence grown  immensely,  but  confidence  in  the  postal  system 
and  in  the  promises  of  men  has  also  grown  immensely. 

4.  The  mail  is  the  lever  that  starts  the  office  machinery  at  the 

opening  time,  and  at  the  close  it  is  the  oil  that  lubricates 
all  of  the  machinery  for  the  next  day. 

5.  Should  the  mail  clerks  begin  work  as  early  as  five  o'clock,  or 

should  the  whole  business  of  the  day  be  delayed? 

6.  On  ordinary  days  the  number  of  letters  received  by  one  of 

the  New  York  banks  is  between  two  thousand  and  three 
thousand,  but  on  Mondays  it  rises  to  four  thousand. 

7.  Not  only  must  the  mail  clerk  possess  more  than  ordinary  in- 

telligence, but  he  must  also  be  familiar  with  the  activities 
of  all  departments. 


COMPLEX  AND  COMPOUND  SENTENCES       327 

8.  As  soon  as  the  letters  and  circulars  are  enclosed  l)y  one  set  of 

clerks,  another  set  takes  up  the  duty  of  sealing  them. 

9.  The  president  was  opposed  to  bujdng  an  addressing  machine, 

but  the  manager  finally  convinced  him  that  it  would  save 
money. 
10.  The  stamped  envelope  is  for  your  use,  and  if  it  is  convenient, 
we  should  like  your  reply  on  the  back  of  this  letter. 


193.  Proper  Subordination. — In  all  the  sentences  studied 
thus  far  the  dependent  clause  merely  modifies  or  makes  more 
exact  the  meaning  of  the  main  clause.    For  example,  in 

A  boy  who  had  long  been  looking  for  a  job  found  one 
at  $12  a  week. 

the  clause  icho  had  long  been  looking  for  a  job,  describes  the 
boy,  for  it  gives  the  reader  a  better  notion  of  the  boy.  If  the 
main  purpose  of  the  writer  had  been  to  tell  us  of  his  persis- 
tence, he  would  have  written : 

The  boy  who  found  a  job  at  $12  a  week  had  been  looking 
for  it  a  long  time. 

for  nearly  always  the  main  thought  in  a  sentence  is  expressed 
in  the  main  clause. 

This  arrangement  is  so  nearly  universal  that  a  reader  is 
generally  puzzled  when  he  comes  across  another  order. 
Therefore,  for  the  sake  of  your  reader,  subordinate  the  less 
important  ideas ;  that  is,  place  them  in  a  subordinate  or  lower 
rank,  in  a  dependent  clause. 

Place  the  main  thought  in  the  main  clause. 


328  CLEARNESS  AND  CORRECTNESS 

Exercise  177 

Combine  the  following  groups  of  words  so  as  to  emphasize  the 
thought  in  italics  by  putting  it  in  the  main  clause.     For  example: 

Ideas: 

A  salesman  will  come  in  contact  with  all  sorts  and  condi- 
tions of  men.     He  goes  out  on  the  road  for  his  company. 

Sentence: 

A  salesman  who  goes  out  on  the  road  for  his  company  will 
come  in  contact  with  all  sorts  and  conditions  of  men. 

Do  not  use  relative  clauses  in  every  sentence.  In  several,  ad- 
verbial clauses  will  be  much  smoother.  You  may  have  to  alter 
the  wording  considerably. 

1.  The  salesman  ivill  come  in  contact  with  good-natured  buyers. 

They  are  genial,  friendly,  and  well  disposed  to  all  the 
world. 

2.  They  are  easy  to  approach.     They  act  as  buyers  or  j)urchas- 

ing  agents. 

3.  Som,e  customers  are  cold  and  critical.     Their  usual  greeting  is 

curt  and  abrupt. 

4.  Their  manner  conveys  a  definite  i^npression.     The  salesman 

must  be  brief  and  businesslike. 

5.  Samples    or    catalogues    are   displayed.     The  critical  type 

nsually  avoids  making  any  favorable  comment. 

6.  In  the  West  the  town  home  is  kept  open.     The  weather  is  cool 

the  year  round. 

7.  Furs  may  be  worn  in  San  Francisco.     To  wear  furs  in  the 

sweltering  heat  of  St.  Louis  would  be  insane. 

8.  In  certain  sections  of  the  country  showers  fall  suddenly  in 

summer.     The  omnipresent  summer  umbrella  is  necessary. 

9.  You  cannot  be  convincing  enough  to  sell  a  hungry  man  a  dinner. 

You  know  what  you  are  talking  about.     You  believe  it 
yourself. 
10.  You  have  seen  soap,  or  hosiery,  or  bricks  in  the  making. 
You  can  then  bring  to  your  advertising  accurate  information. 


COMPLEX  AND  COMPOUND  SENTENCES       32U 
Exercise  178 

Which  part  of  the  sentence  you  make  imi)ortant  will  depend  on 
your  purpose.     For  example,  you  have  these  thoughts: 

The  Monastir  road  is  the  link  between  the  Adriatic  and 
the  Aegean  Seas. 

Along  this  highway  Alexander  and  Xerxes  and  Galerius 
once  tramped  with  their  legions. 

If  your  purpose  is  to  dwell  on  ancient  history,  you  might  combine 
them  thus: 

Ak)ng  the  Monastir  road,  which  is  the  link  between  the 
Adriatic  and  the  Aegean  Seas,  Alexander  and  Xerxes  and 
Galerius  once  tramped  with  their  legions. 

If  your  purpose  is  to  dwell  on  its  usefulness,  you  would  probably 
combine  them  thus : 

The  Monastir  road,  along  which  Alexander  and  Xerxes 
and  Galerius  once  tramped  with  their  legions,  is  the  link 
between  the  Adriatic  and  the  Aegean  Seas. 

In  the  following  sets  of  ide<as,  combine  so  as  to  carry  out  the  pur- 
pose indicated  in  parentheses. 

1.  Nathan  Hale  was  born  on  the  sixth  of  June,  1755.     He  was 

the  most  famous  martyr-spy  of  the  Revolution.  (To 
show  who  he  was.) 

2.  He  entered  Yale  College  at  fourteen.     He  intended  to  be- 

come a  minister  of  the  gospel.  (To  emphasize  his  pur- 
pose.) 

3.  The  battle  of  Lexington    w^as   fought   on  April    19,   1775. 

Young  Hale  at  a  town  meeting  demanded  our  indepen- 
dence. (To  emphasize  the  nature  of  his  first  public  ap- 
pearance.) 

4.  He  secured  release  from  the  school.     He  was  teaching  school. 

He  enlisted  in  Webb's  regiment.  It  was  not  quite  two 
years  after  his  leaving  college.  (To  bring  out  the  change 
in  his  plans.) 


330  CLEARNESS  AND  CORRECTNESS 

5.  Washington  needed  immediate  information  of  the  enemy's 

plans.    Hale  went  on  a  perilous  mission.     (To  show  his 
action.) 

6.  His  college  diploma  enabled  him  to  pass  for  a  Connecticut 

schoolmaster.     He  took  down  the  necessary  information 
in  Latin.     (To  emphasize  his  method.) 

7.  The  British  burned  fi^•e  hundred  buildings  in  New  York. 

The  British  tried  Hale  on  September  21,  and  executed  him 
the  next  day.     (To  show  British  treatment  of  Hale.) 

8.  The   provost-marshal   burned   before   his   face  the  letters. 

Hale  had  written  some  letters  to  his  friends.     (To  show 
the  character  of  the  letters.) 

9.  He  was  refused  a  Bible  before  his  execution.     He  was  per- 

mitted to  address  the  people  on  his  way  to  the  gallows. 
(To  emphasize  the  occasion  of  his  address.) 
10.  One  sentence  in  that  address  has  made  his  name  immortal. 
"I  regret  that  I  have  but  one  life  to  give  to  my  country." 
(To  show  what  the  sentence  was.) 


Exercise  179 

In  the  following  group  of  ideas,  join  one  of  the  thoughts  to  the 
other  with  some  subordinating  conjuncti(;>n  or  relative  pronoun. 
After  you  have  written  your  complex  sentence,  explain  how  you 
selected  the  idea  for  the  main  clause. 

1.  Your  office  duties  are  small  things.     They  will  make  you  a 

big  man  or  woman. 

2.  You  will  work  for  your  employer's  interests.     You  enter  a 

business  house. 

3.  Your  ideal  will  be  to  .co-operate.     The  success  of  your  em- 

ployer means  success  for  you. 

4.  Rise  above  disappointments.     Good   work   will   be  appre- 

ciated in  time. 

5.  Truthfulness  alwaj's  pays.     Be  truthful. 

6.  "Knocking"  is  an  unprofitable  trait.     Learn  to  say  some- 

thing pleasant. 


COMPLEX  AND  COMPOUND  SENTENCES       331 

7.  Study  the  men  and  women  around  you.    They  are  the  most 

interesting  books  to  be  found. 

8.  Don't  be  a  shirker.     It  takes  time  to  do  things  well. 

9.  The  whole  business  world  is  intricate  and  puzzling,  like  a 

spider's  web.     It  is  a  perfect  system. 
10.  These  things  count  a  great  deal  in  business.     They  make  up 
your  habits  or  personality. 


194.  Relations  Expressed  by  Conjunctions. — In  depen- 
dent clauses  the  relation  is  usually: 

Time.    He  came  when  the  bell  rang. 
Place.    He  went  whither  he  was  directed. 
Purpose.     He  ran  that  he  might  not  be  late. 
Cause.     He  was  late  because  he  missed  the  car. 
Result.     He  missed  the  car  so  that  he  arrived  eight 

minutes  late. 
Conditions.     //  you  are  late,  you  are  sent  to  the  deten- 
tion room. 
Concession.    Although  he  remained  until  four,  he  saw  the 

last  half  of  the  basketball  game. 
Manner.    He  wrote  as  he  was  directed  to  write. 


Exercise  180 

Classify  the  subordinating  conjunctions  in  Exercises  170  and  171, 
showing  what  relation  is  expressed  by  each  one. 


195.  Meaning  of  Co-ordinating  Conjunctions. — Co-ordi- 
nating conjunctions  express: 

An  addition: 

He  went  to  his  seat,  and  the  teacher  said  no  more. 


332  CLEARNESS  AND  CORRECTNESS 

A  contrast  or  opposition: 

He  worked  quietly,  but  his  classmates  all  gazed  at  him. 
A  reason  or  result: 

He  did  not  lift  his  eyes,  for  he  knew  the  teacher  was 
looking. 

He  continued  busy,  and  so  his  classmates  lost  interest 
in  him. 

A  choice  or  alternation: 

He  must  keep  on  working,  or  they  would  make  fun  of 
him. 


Exercise  181 

Classify  each  sentence  in  this  selection  as  simple,  compound,  or 
complex.  In  the  complex  or  compound  sentences,  point  out  the 
conjunctions  and  explain  exactly  the  relation  expressed. 

"There  is  a  good  reason  why  a  secretary  is  paid  more  than  a  plain 
stenographer  or  an  expert  typist.  Even  an  expert  typist  is  engaged 
in  work  that  may  be  called  mechanical,  for  she  merely  uses  her 
fingers  to  copy  neatly  what  she  reads  with  her  eyes.  A  stenographer 
needs  more  intelligence,  because  she  needs  to  vuiderstand  and  execute 
the  thoughts  of  another  person.  A  secretary,  however,  needs  still 
more  intelligence.  She  does  not  simply  execute  the  thoughts  of 
another.  She  is  required  in  many  different  situations  to  think  and 
act  without  direction.  Now  the  activity  which  has  the  highest 
value  in  business  is  thinking  and  acting  independently — knowing 
what  to  do  in  the  absence  of  instructions.  The  manager  or  presi- 
dent, who  must  decide  matters  of  great  importance  and  bring  many 
different  kinds  of  persons  to  work  harmoniously,  holds  his  position 
and  draws  his  salary  because  he  displays  independent  executive 
ability. 

"A  secretary  lifts  a  great  weight  from  the  shoulders  of  a  busy 
executive.     When  callers  arrive  in  the  office  she  learns  their  business 


COMPLEX  AND  COMPOUND  SENTENCES       333 

and  frcquentl}^  answers  their  (juestions  so  well  that  they  do  not  need 
to  wait  until  the  manager  is  at  leisure.  If  telephone  calls  are  to  be 
answered,  she  takes  down  the  receiver  and  often  conducts  the  con- 
versation while  the  manager  is  engaged  in  more  important  work. 
Since  she  saves  the  time  of  the  executive,  and  since  she  thus  increases 
his  efficiency  because  she  frees  his  time  for  the  really  important 
duties  of  his  position,  a  capable  secretary  is  worth  more  to  the  busi- 
ness world  than  even  the  speediest  stenographer  or  typist." 

Exercise  182 

In  the  following  sentences  hll  in  each  blank  with  the  word  that  you 
think  expresses  the  proper  relation.  (See  pages  321,  322  for  lists  of 
conjunctions  and  page  331  for  the  relations  expressed.) 

1.  Toothpowders  and  toothpastes  may  be  used, they  should 

not  be  the  main  reliance. 

2.  Some  powders, used  too  freely,  are  liable  to  thin  the 

enamel  of  the  teeth. 

3.  The  use  of  dental  floss, care  is  taken  not  to  press  it 

against  the  gums,  is  also  helpful. 

4.  A  brush  should  be  used  with  bristles  that  are  stiff  and  of 

different  lengths, the  innermost  crevices  of  the  teeth 

may  be  reached. 

5.  A  moderately  stiff  brush  can  be  used,— — the  gums  can  bear 

the  more  vigorous  treatment. 

6.  He  brushed  his  teeth  every  night, he  frequently  felt  very 

sleepy. 

7.  She  called  at  the  office, she  unexpectedly  found  two  of 

her  friends. 
8. the  airplane  descended,  the  observer  could  gradually 

make  out  the  make  of  the  machine. 
9.  It  behaved  badly the  pilot  had  lost  control. 

10.  It  appeared  so  suddenly  that  he  could  not  guess it  had 

come. 

11.  Neither  could  he  guess it  was  now  bound. 

12.  It  was  descending  rapidly the  whirr  of  the  engine  became 

louder  and  louder. 


334  CLEARNESS  AND  CORRECTNESS 

13.  the  danger  was  now  great,  the  observer  held  his  breath 

in  awe, the  next  moment  the  mad  rush  might  land 

them  all  in  eternity. 

14.  After  that he  looked  he  saw  the  horrible  sickening  rush 

to  destruction. 

15.  The  rules  of  hygiene  are  sound, medical  men  would  not 

agree  about  them. 

Exercise  183 

As  in  the  exercise  above,  fill  in  each  blank  with  the  conjunction 
which  you  think  expresses  the  proper  relation. 

1. he  came,  there  would  be  a  demonstration  in  his  favor. 

2.  he  lived  some  distance  from  the  car  line,  he  was  forced 

to  walk  about  a  mile  every  day. 

3.  His  employer,  who  rode  to  work  in  his  automobile,  walked 

far  less the  clerks. 

4. he  was  waiting  for  the  car,  he  made  out  his  plans  for 

the  day. 

5.  1  cannot  afford  to  be  ill,  I  take  plenty  of  exercise  every 

day. 

6.  He  asked one  could  hnd   the   name  in    the    telephone 

book. 

7.  you  can  promise  me  a  two  weeks'  vacation,  I  shall  be 

unable  to  accept. 

8.  he  has  long  been  connected  with  this  firm,  and his 

services  to  it  have  been  varied  and  distinguished,  therefore 
be  it  resolved  that  we  hereby  express  our  regret  at  his 
departure. 

9.  Can  you  tell  me so  many  firms  keep  on  writing  old- 

fashioned  letters? 

10.  the  boy  came  early went    home   late   made   little 

difference  to  the  secretary. 

11.  one  has  changed  his  habits,  it  is  just  as  easy  to  arrive  on 

time to  come  in  late  every  morning. 

12.  The  rules  of  the  office  are  not  actually  restrictive, they 

help  one  to  work  with  less  fatigue. 


COMPLEX  AND  COMPOUND  SENTENCES       335 

13.  you   decide  on  a  typewriter,   come  in  to   inspect  our 

stock. 

14.  we  moved  into  this  office,  there  1ms  not  been  a  single 

change  in  tlie  staff'. 

15.  The  brokers  shouted they  were  hoarse. 


CHAPTER  XXIX 
CORRECT  USE  OF  PRONOUNS  AND  NOUNS' 

*196.  Pronouns. — A  noun,  we  know,  is  the  name  of  any- 
thing. 

John  is  a  bank  messenger. 

John  is  the  name  of  a  particular  boy.  Bank  is  the  name 
apphed  to  an  institution  that  keeps  your  money  safe.  Mes- 
senger is  the  name  we  apply  to  boys  or  men  who  carry  mes- 
sages and  papers. 

But  in  talking  or  writing  we  should  find  it  very  awkward 
to  use  nouns  all  the  time.    Suppose  we  wished  to  say: 

John  is  a  useful  boy.  John  leaves  John's  father's  home 
every  morning  after  bi-eakfast.  John  arrives  at  John's 
employer's  place  of  business  at  half-past  eight. 

The  statement  would  be  much  simpler  thus: 

He  is  a  useful  boy.  He  leaves  his  father's  home,  etc. 
He  arrives  at  his  employer's  place  of  business. 

These  words  that  take  the  place  of  John  are  called  pro- 
nouns. Pronouns,  then,  stand  for  nouns.  They  refer  back 
to  some  noun,  which  is  called  the  antecedent. 

Sometimes  the  antecedent  is  a  whole  clause  or  sentence. 

Place  a  period  after  every  complete  sentence.  This  is 
a  rule  that  must  have  no  exceptions. 


'  Sections  196-204,  marked  with  a  star,  should  be  mastered  by  all 
first-year  students.  Section  205  may  better  be  left  until  the  second 
year. 

336 


CORRECT  IISI]  OV  PRONOUNS  AND  N0UN8     837 

This  refers  to  the  whole  sentence:  Place  a  period  after  every 
complete  aentence.  One  word,  what,  has  no  antecedent  ex- 
pressed.   Study  these  sentences: 

I  learned  the  things  that  he  did. 
I  learned  that  which  ho  did. 
I  learned  what  he  did. 

What  contains  both  antecedent  and  relative  pronoun. 
Therefore,  never  use  "  what  "  where  the  antecedent  is  ex- 
pressed. 


Exercise  184 

Pick  out  every  pronoun  and  its  antecedent  in  these  sentences: 

"  .John,  the  bank  messenger,  thought  he  had  too  nuich  to  do.  He 
helped  to  open  the  mail  before  nine  and  delivered  it  to  the  different 
departments  for  his  boss,  a  rather  sharp-featured  woman  who  held 
the  position  of  mail  clerk.  You  could  hear  him  grumbling  to 
himself  early  of  a  morning  as  he  hurried  to  work.  We  once 
asked  him  into  a  restaurant  to  take  a  cup  of  coffee  with  us,  but  he 
replied : 

'"I  must  get  to  the  bank  to  see  the  mail  clerk  before  she  fires  me. 
Her  one  ambition  is  to  boss  me  about,  and  if  I  don't  show  up  she 
will  think  herself  bound  to  work  me  overtime.  I  told  her  not  to 
worry  about  it,  because  her  duties  are  too  important  for  her  to 
bother  with  me,  but  she  replied  that  mine  are  too  light.  You  see, 
she  lies  awake  nights  thinking  up  things  for  me  to  do  for  her.' 

"The  boys  out  in  the  street  made  his  life  miserable  because  he 
took  orders  from  a  woman.  They  would  stick  out  their  tongues, 
and  when  he  ran  after  them  they  would  try  to  trip  him  up  and 
would  shout,  'Your  boss  won't  like  a  boy  who  forgets  himself.^ 
They  were  boys  whose  chief  pleasure  came  from  teasing  their  com- 
panions." 


338  CLEARNESS  AND  CORRECTNESS 

Exercise  185 

Pick  out  every  pronoun  and  its  antecedent  in  these  sentences: 

" '  You  are  all  a  bunch  of  loafers!'  he  would  shout  at  the  top  of  his 
voice.     '  My  bank  is  bigger  than  yours,  I  can  tell  you' 

"His  bank  was  on  the  ground  floor  of  a  ten-story  building  on  a 
corner.  It  faced  east  on  a  wide  street,  an  arrangement  which  made 
its  front  always  light  and  inviting.  Its  president,  whom  eveiyone 
respected,  was  a  hearty,  genial  man.  He  greeted  everybody  cor- 
dially, whoever  he  might  be  or  whatever  his  deposits  might  amount 
to.  His  secretary'  would  stand  in  the  door  of  the  anteroom  ard  ask 
quietly,  '  Which  of  you  is  Mr.  Elkins  ?'  That  was  her  way.  She 
never  grew  weary  or  irritable.  This  fact  had  more  than  anyone 
supposed  to  do  with  the  president's  success,  the  greatness  of  which 
was  well  known  all  over  the  financial  district." 

Exercise  186 

Pick  out  the  transitive  verbs  in  the  sentences  above.  What  form 
of  the  pronoun  is  used  as  the  object  of  the  verbs? 


*197.  Objective  Case. — The  object  of  the  verb  must 
always  1)0  in  the  objective  case.  That  is,  the  only  permissible 
forms  of  pronouns  used  as  the  object  of  transitive  verbs  are: 
me,  you,  him,  her,  it,  us,  them,  which,  what,  that,  whom.  Of 
course,  any  of  these  forms  may  be  compounded  with  self, 
selves,  ever,  or  soever.  But  the  forms  in  italics  above  should 
always  be  kept  in  mind  when  writing  the  objects  of  verbs. 


Exercise  187 

Fill  in  each  blank  with  the  correct  form  of  as  many  different 
pronouns  as  you  can  find.  In  class,  a  pupil  may  list  the  correct 
forms  that  the  other  pupils  offer  for  each  blank. 


CORRECT  USE  OF  PRONOUNS  AND  NOUNS     331) 

1.  I  know  the  bookkeeper  meant  Nat  and . 

2.  He  appointed  Mary  and as  private  secretaries. 

3.  and  her  sister  I  like  immensely. 

4.  and  her  brother  I  expect  to  see  tonight  at  the  theater. 

5.  The  men  in  the  auto  asked  Fred  and if  we  wanted  a  ride. 

6.  The  nearest  boy  shoved into  the  ditch. 

7.  Both and 1  have  seen  often. 

8.  Who  struck and ? 

9.  What  do  you  mean  by  giving and candy? 

10.  To  praise and— — before   all   the  messengers  was  very 

inconsiderate. 


*198.  Agreement  with  Antecedent. — One  mistake  in  the 
use  of  pronouns  has  to  be  guarded  against.  When  the  ante- 
cedent noun  is  singular,  the  pronoun  referring  to  it  must  be 
singular.  The  difficulty  is  particularly  common  with  each, 
every,  either,  neither,  omjoiie,  someone,  person,  and  other  words 
that  point  out  one  object  or  person. 

Right: 

Everybody  must  mind  his  own  business. 


Exercise  188 

In  the  following  sentences  insert  in  the  blanks  the  proper  pronoun, 
giving  the  reason  for  each  insertion.  In  some  cases  you  will  also 
have  to  select  the  proper  verb  to  correspond  with  the  pronoun 
you  insert. 

1.  Before  leaving  school  every  pupil  must  remove  all  papers 

from desk. 

2.  Everyone  must  put  away books  in locker. 

3.  Every  clerk  must  present at  the  manager's  office  before 

going  off  duty. 


340  CLEARNESS  AND  CORRECTNESS 

4.  Will  anyone  lend  me pen? 

5.  Which  pupil  was  it  who  lent  me book? 

6.  Everyone  must  admit (has,  have)  the  duty  of  saving. 

7.  In  battle  a  soldier  must  follow officer. 

8.  It  was  so  warm  this  morning  that  everybody  came  without 

wraps. 

9.  No  one  of  the  letters  brought author  a  reply. 

10.  Everyone  at  the  party  declared had  had  a  good  time. 

11.  Each  company  must  pay  taxes  on profits. 

12.  Every  dry-goods  house  is  trying  to  increase sales. 

13.  No  one  wishes  to  lose friends. 

14.  Every  one  of  the  stenographers  must   transcribe own 

notes. 

15.  On  appearing  at  the  desk,  a  person  is  given  a  blank  that— — - 

must  fill  out.     chances  of  securing  a  position  depend 

on  how  definite answers  are. 

16.  A  new  stenographer  covers  up errors  by  rewriting  faulty 

letters. 

17.  A  new  salesman  does  not  know  how  to  travel  economically 

over territory. 

18.  For  the  first  three  months  a  new  employee  costs firm 

20  per  cent  of wages. 

19.  Each  of  the  machines  cost  10  per  cent  of purchase  price 

for  repairs. 

20.  We  all  admit  that  everyone  should  do duty. 

21.  Neither  the  manager  nor   the   clerk   will   admit (was, 

were)  in  the  wrong. 

22.  If  anyone  asks  me,  I  shall  give a  piece  of  mj^  mind. 

23.  The  notice  read  that  every  workman  must  write  on 

identification  card,  on  line  3,  the  name  of nearest 

relative. 

24.  Every  one  of  the  girls  (is,  are)  busy  with various  tasks. 

Exercise  189 

Look  back  over  your  own  writing  and  write  out  the  correct  form 
of  ten  sentences  in  which  you  have  made  mistakes.  Explain  how 
you  have  improved  each  sentence. 


CORRECT  USE  OF  PRONOUNS  AND  NOUNS  341 

*199.  Clearness  of  Reference. — In  every  sentence,  the 
pronoun  should  I'efer  unmistakably  to  its  antecedent.  Mis- 
takes are  possible  in  two  different  ways. 

1.  The  pronoun  may  refer  to  either  of  two  antecedents. 
For  example: 

Wro7ig: 

Ho  went  to  Vesey  Street  with   his  l)rother  Charles, 
where  he  bought  a  typewriter. 

Better: 

He  went  to  Vesey  Street  with  his  brother  Charles,  irho 
l:)Ousht  a  typewriter. 

Sometimes  the  only  way  to  clear  up  a  sentence  of  this  kind 
is  to  use  a  direct  quotation: 


Wrong: 


She  told  her  mother  that  .s/te  h\d  to  go  to  school  to  see 
the  principal  about  her  lateness. 

Better: 

She  said  to  her  mother:     "You  have  to  go  to  school 
to  see  the  principal  about  nv/  lateness." 

Sometimes  the  antecedent  is  expressed  but  liuried  in  some 
way,  so  that  you  do  not  readily  see  the  connection: 

Wrong: 

The  bicyclist  followed  the  man's  car  that  had  called  his 
name. 

Better: 

The  bicyclist  followed  the  car  of  the  man  who  had  called 
his  name. 


342  CLEARNESS  AND  CORRECTNESS 

Sometimes  a  change  of  order  will  clear  up  the  problem  of 
which  is  the  antecedent: 

Wrong: 

They  gave  grass  to  the  animal  which  was  not  fit  to  be 
eaten. 

Better: 

They  gave  the  animal  grass  which  was  not  fit  to  be 
eaten. 

2.  The  pronoun  may  refer  to  no  single  word  but  to  a  whole 
clause  or  to  some  impHed  antecedent.  In  either  case,  the 
single  word  should  be  supplied  as  an  antecedent.  For 
example: 

Wrong: 

He  decided  that  he  had  to  start  again  from  the  begin- 
ning, ivhich  is  always  discouraging. 

Better: 

He  decided  that  he  had  to  start  again  from  the  begin- 
ning, a  decision  which  is  always  discouraging. 

Wrong: 

If  you  wish  to  give  to  the  Red  Cross,  send  it  now. 
Better: 

If  you  wish  to  send  a  gift  to  the  Red  Cross,  send  it  now. 

Sometimes  the  pronoun  must  be  omitted  entirely: 

Wrong: 

In  my  town  they  don't  pave  the  streets. 
Better: 

In  my  town  the  streets  are  not  paved. 


CORRECT  USE  OF  PRONOUNS  AND  NOUNS  343 

The  word  this  is  usually  clear,  but  some  noun  used  with  it 
removes  possible  obscurity. 

Ambiguous: 

Place  a  {>eriod  after  every  complete  sentence.     This 
must  have  no  exceptions. 

Better: 

Place  a  period  after  everj'  complete  sentence.     This 
rule  must  have  no  exceptions. 


Exercise  190 

Make  the  following  sentences  clear.  If  you  use  pronouns,  sec 
that  they  refer  unmistakably  to  their  antecedents.  Explain  orally 
why  you  make  each  change. 

1.  The  new  manager  was  lenient,  but  it  did  not  make  the  clerks 

negligent. 

2.  If  you  find  that  the  shipment  is  damaged,  ask  the  express 

agent  about  it. 

3.  When  he  went  to  the  drug  store,  they  said  they  couldn't  fill 

the  prescription. 

4.  Take  out  an  accident  jjoiicy  before  taking  a  ti'ip.     It's  the 

only  safe  way. 

5.  This  was  due  to  the  driver's  skill,  who  swerved  to  the  right 

just  in  time  to  miss  the  sled. 

6.  The  fireman  climbed  to  the  roof  on  a  ladder  which  had  l)urst 

into  flames. 

7.  We  next  conu^  to  a  machine  where  Ihev  stan^p  the  titles  on 

the  books. 

8.  They  put  a  collar  on  the  (log  that  was  not  fit  to  be  used. 

9.  He  hojjcd  that  the  advertisement  would  catch  some  eager 

boy's  attention  who  would  fulfil  his  requirements. 
10,  She  gave  her  teacher  the  flowers,  who  was  much  pleased 
therewith. 


344  CLEARNESS  AND  CORRECTNESS 

11.  A  vacuum  cleaner  sucks  up  crumbs  and  dust  from  the  carpet 

when  it  is  rolled  slowly  up  and  down  the  room. 

12.  In  the  story  it  tells  of  two  office  boys  that  got  into  a  figlit. 

13.  At  our  school  they  do  a  good  deal  to  find  positions  for  the 

seniors  when  they  graduate. 

14.  A  large  silver  cup  was  placed  on  top  of  the  desk  which  was 

about  eighteen  inches  high. 

15.  The  cook  took  the  skin  off  the  banana  and  put  it  into  the 

salad. 

16.  Not  knowing  how  to  operate  the  typewriter,  I  had  to  ask  the 

man's  advice  who  sold  it  to  me. 

17.  The  murder  was  perpetrated  at  a  place  they  call  Long  Beach. 

18.  Getting  tired  of  skating,  he  took  them  off,  tied  them  to- 

gether, and  slung  them  over  his  shoulder. 

Exercise  191 

As  in  the  exercise  above,  make  the  references  of  the  pronouns 
in  the  following  sentences  unmistakable. 

1.  We  gathered  around  the  dining-room  table,  which  was  at  that 

time  the  quietest  room  in  the  house. 

2.  The  wireless  is  becoming  more  and  more  common.     They 

are  used  now  for  telephoning. 

3.  The  cashier  asked  the  messenger  to  bring  his  rul:»ber  stamp. 

4.  These  nails  are  not  rust-proof  because  the  whole  bagful  is 

covered  with  it. 

5.  Simplicity  is  desirable  in  an  adding  machine  because  it  makes 

it  possible  for  anyone  to  use  it. 

6.  Do  not  try  to  be  original  in  the  letter  form  but  arrange  them 

according  to  some  recognized  standard. 

7.  He  decided  to  call  him  into  the  office,  which  was  always  a 

humiliating  occurrence. 

8.  Cioing  up  to  her  teacher,  she  pinned  some  marigolds  to  her 

dress. 

9.  Tlie  company  went  into   bankruptcy,  which  always  makes 

people  suspicious, 
r  0.  They  have  a  great  many  skj^scrapers  in  Chicago. 


CORRECT  USE  OF  PRONOUNS  AND  NOUNS  345 

11.  Poor  Falder  raised  a  chock,  which  led  to  his  arrest  and  ini- 

l^risoiunent. 

12.  It  doesn't  say  in  this  book  iiow  you  indorse  a  check. 

13.  He  asked  his  employer  what  he  was  going  to  do  abcnit  hising 

his'book. 

14.  It  reads  on  that  sign,  "  For  Employees  Only." 

15.  Everybody  laughs  at  Mary's  stories  w^hich  makes  her  very 

fond  of  telling  them. 

16.  In  the  newspaper  it  reports  that  we  are  to  have  a  holiday  to 

see  the  troops  parade. 

17.  If  you  wish  to  subscribe  to  the  magazine  at  these  reduced 

rates,  send  it  in  at  once. 

18.  They  knew  he  was  the  grocer's  son  wIkj  hatl  recently  moved 

to  town. 

19.  He  opened  up  a  new  drug  store  on  the  same  street,  which  was 

rather  riskj^,  as  everybody  thought  there  were  too  many 
drug  stores  already. 

20.  As  he  came  down  it  sounded  like  a  tin  pan,  which  grew  louder 

every  second  until  he  stopped  with  a  jerk  in  front  of  the 
door. 

21.  I  notice  they  are  wearing  high-heel  slippers  now.     But  I 

would  not  do  that  for  anything.     It  is  not  hygienic. 

22.  He  was  an  irascible  old  man.     He  told  his  son  he  would  leave 

town  if  he  continued  to  cut  up  such  capers  and  disgrace 
the  family  name.  But  his  son  replied  he  didn't  care  what 
he  said  as  long  as  he  was  able  to  make  his  own  spending 
money  and  didn't  interfere  with  his  business. 


*200.  Troubles  with  Relative  Pronouns. — The  relative 
pronouns  may  ti'ip  you  up. 

1.  Which  should  never  refer  to  persons. 

2.  Who  always  becomes  ichovi  when  used  as  the  object  of  a 
preposition  or  a  verb.  Sometin.ies  the  relative  seems  to  be 
an  object  when  it  is  actually  a  subject.     For  these  difficulties 


346  CLEARNESS  AND  CORRECTNESS 

study  these  sentences,  pointing  out  the  function  of  each  pro- 
noun in  the  sentence. 

Right: 

He  had  a  hired  man  ivho  was  skilful  in  tying  knots. 
Do  you  know  the  7nan  whom  they  arc  talking  about? 
Who  do  you  suppose  it  was? 

In  the  last  sentence,  why  is  who  the  proper  form? 


Exercise  192 

Explain  the  function  of  every  relative  pronoun  in  these  sentences. 
Do  you  always  use  the  same  form  when  you  write  sentences  like 
these? 

1.  Who  do  you  think  I  am? 

2.  Who  shall  I  say  called? 

3.  That  is  the  man  who  everyone  thought  would  be  chosen. 

4.  There  is  the  messenger  whom  you  asked  me  to  send. 

5.  She  is  a  girl  whom  you  can  depend  upon. 

6.  He  employed  a  very  young  man  who  called  by  chance  one 

day. 

7.  Who  was  that  girl  whom  you  were  talking  about? 

8.  He  asked  a  question  of  the  boy  who  came  every  morning. 

9.  The  man  whom  he  asked  to  come  early  didn't  arrive  until  ten. 

Exercise  193 

Look  back  over  your  writing  and  select  ten  sentences  in  which 
you  have  used  a  relative  pronoun  wrongly.  Write  out  the  sentences 
correctly,  and  explain  how  you  have  improved  each  of  them. 


*201.  Pronouns  with  the  Verb  "To  Be."— 1.  The  pro- 
noun is  most  troublesome  after  the  verb  to  be.    You  must  be 


CORRECT  USE  OF  PRONOUNS  AND  NOUNS  347 

quite  certain  you  use  the  right  form.  Always  follow  the  rule: 
Use  the  same  form  after  the  verb  "  to  be  "  as  for  the  sub- 
ject of  the  verb. 


Exercise  194 

Read  these  sentences  aloud  until  you  can  repeat  them  from 
memory. 

1.  It  was  he. 

2.  Could  it  have  been  she? 

3.  Did  you  know  it  was  If 

4.  It  must  have  been  they. 

5.  It  might  have  l)een  ive. 

6.  What  makes  you  think  it  was  I? 

7.  Could  it  possibly  have  been  she? 

8.  It  is/. 

9.  That's  they  now. 
10.  It's  we. 

Exercise  195 

Supply  the  correct  forms  of  as  many  different  pronouns  in  each 
blank  as  you  can.  Read  each  form  aloud  several  times.  In  class, 
a  pupil  at  the  blackboard  may  list  all  the  correct  forms  that  the 
members  suggest. 

1.  These  are . 

2.  Why  do  you  think  it  is ? 

3.  He  told  me  it  was . 

4.  It  was . 

5.  It  might  have  been . 

6.  Could  it  have  been ? 

7.  Why  do  you  think  it  was  not ? 

8.  It  may  be . 

9.  It  cannot  be . 

10.  Mav  it  not  have  been ? 


348  CLEARNESS  AND  CORRECTNESS 

2.  When  the  infinitive  to  be,  coming  after  a  verb,  has  no 
subject  of  its  own,  the  infinitive  is  followed  by  the  subject 
form  of  the  pronoun. 

Example: 

In  the  distance  it  seemed  to  be  he. 


Exercise  196 

Read  these  sentences  aloud  until  you  have  memorized  them. 

1.  I  asked  to  be  she  in  the  i)lay. 

2.  Should  you  like  to  be  she/ 

3.  Should  you  wish  to  be  he? 

4.  He  said  he  wished  to  be  /. 

5.  Did  you  say  you  should  like  to  be  she? 


3.  When  to  be  has  a  subject  of  its  own,  both  the  suliject  and 
the  followino-  pronoun  are  in  the  objective  case. 

ExniNpIe: 

They  took  me  to  l)e  her. 


Exercise  197 

Memorize  these  sentences. 

1.  The  papers  reported  him  to  be  unwilling  to  testify. 

2.  They  supposed  us  to  be  them. 

3.  We  believed  you  to  be  her. 

4.  They  declared  her  to  be  either  7ne  or  my  sister. 

5.  I  should  like  you  to  lie  her. 


CORRECT  USE  OF  PRONOUNS  AND  NOUNS  349 

*202.  Nouns. — 1.  A  noun  is  the  name  of  anything.  But 
some  words  are  the  names  of  particular  things;  as,  John, 
France,  Perkins  and  Hartung,  Society  for  the  Prevention  of 
Cruelty  to  Animals,  respectively,  for  a  boy,  a  country,  a  busi- 
ness firm,  an  organization.  Such  words,  called  proper  nouns, 
should  be  remembered  because  they  must  each  be  begun 
with  a  capital. 

2.  Some  nouns  are  called  collective  because  they  desig- 
nate groups.  When  we  think  of  the  group  as  a  unit,  the 
noun  takes  a  singular  verb.  When  the  members  of  the  group 
are  thought  of,  the  noun  is  used  in  its  plural  sense  and 
takes  a  plural  verb.  But  you  should  not  shift  from  singular 
to  plural. 

Wrong: 

Write  to  the  bank  and  ask  them  for  credit  information. 
Right: 

Write  to  the  bank  for  credit  information. 
Right: 

The  committee  has  made  its  report. 
Right: 

The  committee  were  unable  to  arrive  at  a  decision. 

3.  The  words  sort  and  kind  are  always  singular.  Never  say 
those  sort  or  these  kind.  Always  use  the  singular  modifier: 
that  sort,  this  kind. 

*203.  Possessives. — Nouns  form  the  possessive  by  add- 
ing 's  to  the  singular  (a  hoy^s  suit)  and  the  apostrophe  to  the 
plural  {hoys'  suits).    Where  the  plural  does  not  end  in  s,  both 


350  CLEARNESS  AND  CORRECTNESS 

the  apostrophe  and  the  s  are  used  to  form  the  plural  (men's 
suits).     (See  also  §  220.) 

Pronouns,  on  the  other  hand,  never  have  the  apostrophe  in 
the  possessive,  even  if  it  ends  in  s.  The  following  are  the 
only  correct  possessive  forms  ending  in  s:  its,  whose,  yours, 
ours,  hers,  his,  theirs. 


Exercise  198 

Look  back  over  your  writing  to  discover  five  misuses  of  those  or 
these,  ten  mistakes  in  the  possessive  of  nouns,  and  ten  in  tlie  pos- 
sessive of  pronouns.  Write  out  the  correct  form  of  each  sentence, 
and  explain  how  you  have  improved  it. 


*204.  Contractions. — A  frequent  cause  of  error  in  the 
writing  of  the  possessive  is  the  apostrophe  used  in  contrac- 
tions: it's  for  it  is,  loho's  for  ivho  is,  you're  for  you  are,  they're 
for  they  are.  You're  should  never  be  confused  with  your,  nor 
they're  with  their,  there,  or  theirs. 


Exercise  199 

In  the  following  sentences  select  the  right  form,  explaining  why 
you  think  it  correct. 

1.  (Its-it's)  time  they  were  coming  if  they  intend  to  go  with  us. 

2.  (Your-you're)  surely  not  going  to  wear  that. 

3.  (Whose-who's)  suit  case  is  that? 

4.  (It's-its)  owner  just  stepped  out  of  the  door. 

5.  (You're-your)  guess  may  be  right. 

6.  Are  you  sure  (its-it's)  his? 

7.  (There-their-they're)  can  be  no  doubt  of  it. 

8.  He  went,  (there-they're-their)  sure,  to  get  a  taxi. 


CORRECT  USE  OF  PRONOUNS  AND  NOUNS  351 

9.  He  watched  (they're-their-there)  faces  closely. 

10.  (Who's-whose)  business  is  it  in  (your,  you're)  opinion? 

11.  (Its-it's)  his  duty  to  look  after  the  heating. 

12.  Is  it  true  that  (your-you'ro)  appointed? 

Exercise  200 

Look  over  the  la.st  two  themes  you  have  written,  and  underline 
all  the  places  where  you  have  misused  possessives  or  contractions. 


205.  Possessive  with  Verbal. — One  use  of  the  possessive 
is  frequently  misunderstood.  With  the  verbal,  or  participial 
noun  in  ing,  the  only  correct  form  is  the  possessive,  because 
a  pronoun  that  modifies  a  noun  must  be  in  the  possessive  case, 
and  such  verbals  are  always  nouns. 

Example: 

He  didn't  object  to  Mary's  arriving  late,  but  lie  did 
object  to  7ny  leaving  early. 

Confusion  often  occurs  when  the  participle  is  used  as  an 
adjective  to  modify  the  noim  or  pronoun  in  the  objective 
case. 

Example: 

They  heard  a  dog  barking  in  the  street.     When  they 
looked  they  saw  him  running  away. 

The  object  of  the  verb  is  not  the  form  in  ing  but  the  noun 
dog  and  the  pronoun  him.  Consequently  the  possessive  form 
is  not  needed  in  such  sentences.  Think  out  clearly  the  con- 
struction or  relative  parts  of  such  a  sentence  before  writing- 
the  sentence. 


352  CLEARNESS  AND  CORRECTNESS 

Exercise  201 

\\'hioh  of  the  two  expressions  in  parentheses  is  correct?     Why? 

1.  They  saw  (me-my)  coming  down  the  street.     [What  is  the 

function  of  the  pronoun  here?] 

2.  I  have  felt  the  pity  of  (hini-his)  coming  home  alone. 

3.  Conscientious  work  will  lead  to  (you-your)  being  promoted 

soon. 

4.  What  do  you  say  to  (us-our)  leaving  early  today? 

5.  He  learned  of  (John-John's)  being  sent  to  Chicago  with  all 

expenses  paid. 

6.  I  understand    (him-his)   declining    the    appointment,  for  I 

met  (him-his)  coming  up  the  stairs  just  now.  [What  is 
the  difference  in  function  of  the  pronoun  in  these  two 
places?] 

7.  You  can  facilitate  (liim-his)  returning  soon  by  filling  out  this 

blank. 

8.  Why  has  the  president  made  no  mention  of  (us-our)  moving 

into  the  new  Duilding? 

9.  I  knew  all  along  of  (Mr.  Dodd's-Mr.  Dodd)  planning  to  go 

east. 
10.  They  caught    (the  burglar-the   burglar's)    going  out  of  the 
window.     [What  is  the  function  of  the  pronoun  here?] 


CHAPTER  XXX 

CORRECT  USE  OF  VERBS 

*206.  The  Proper  Form. — Verbs  are  the  most  important 
words  in  the  sentence.  They  are  often  also  the  most  difficult 
to  use.  Not  all  verbs  are  difficult.  In  fact,  verbs  that  form 
the  past  tense  and  the  past  participle  by  adding  ed  to  the 
present  are  easy.  For  example,  nobody  misuses  kill,  killed, 
killed.  Unlike  these  regular  verbs,  the  irregular  verbs  give 
a  great  deal  of  trouble,  for  the  irregular  forms  are  often  con- 
fused. For  example,  the  verb  come,  came,  come  is  misused 
when  you  say, 

He  come  home. 

instead  of 

He  came  home. 

You  should  therefore  become  so  familiar  with  the  forms  you 
are  likely  to  misuse  that  you  will,  without  thinking  which  is 
right,  invariably  use  the  right  form. 


Exercise  202 

Practice  using  the  italic  forms  in  the  lists  below  until  you  never 
make  a  mistake.     A  good  way  is  to  take  three  verbs  at  a  time,  and 


'  Sections  206-209,  marked  with  a  star,  are  to  be  mastered  by  first- 
year  pupils.  Sections  210-211  are  intended  for  use  with  second-year 
pupils. 

23  353 


354 


CLEARNESS  AND  CORRECTNESS 


frame  five  sentences  for  each  form  in  italics.  Another  pupil  can 
then  check  up  the  forms  that  you  underline,  and  point  out  any  that 
you  have  misused. 

For  example,  your  sentences  for  see  might  run  thus: 

I  saw  them. 

They  have  seen  me. 

We  saw  them. 

They  were  seen. 

He  saiv  you. 

You  have  seen  him. 

He  saw  the  accident. 

They  have  seen  the  accident. 

He  has  seen  me. 

I  saw  him. 

Repeat  this  exercise  until  you  never  make  a  mistake  in  any  of 
the  forms. 


see 

saw 

seemg 

seen 

do 

did 

doing 

done 

come 

came 

coming 

come 

go 

went 

going 

gone 

run 

ran 

running 

run 

sit 

sat 

sitting 

sat 

lie 

lay 

lying 

lain 

cost 

cost 

costing 

cost 

buy 

bought 

buying 

bought 

give 

gave 

giving 

given 

begin 

began 

beginning 

begun 

ring 

rang 

ringing 

rung 

write 

wrote 

writing 

written 

take 

took 

taking 

taken 

break 

broke 

breaking 

broken 

sing 

sang 

singing 

sung 

drink 

drank 

drinking 

drunk 

CORRECT  USE  OF  VERBS  355 

Exercise  203 

Fill  in  the  blanks  in  the  following  sentences  with  the  proper  forms 
of  the  verb  see  as  indicated.  If  a'ou  do  not  understand  clearly  the 
matter  of  tense,  read  the  next  section  (§  207)  carefully. 

1.  He (past  perfect  tense)  the  parade. 

2.  Climbing  to  a  ledge  above  the  sidewalk,  he (past  tense) 

the  soldiers  in  their  trench  helmets. 

3.  "I (past  perfect)  many  parades,  but  none  like  this,"  he 

said. 

4.  He  would  have (past  participle)  nrjre,  but  a  policeman 

who (past  tense)  him  ordered  him  to  get  down. 

5.  (present  participle)  that  there  was  no  alternative,  he 

jumped  down  at  once. 

Exercise  204 

You  may  continue  the  exercise  with  the  other  verbs  in  the  list. 
You  will  have  to  invent  a  new  wording  for  many  of  the  sentences. 
Which  member  of  the  class  has  the  best  set  of  sentences  for  each  verb? 


*207.  Tense. — Verbs  by  their    forms  indicate  the  time 
when  the  action  takes  place. 

I  write  a  letter. 

is  a  statement  that  indicates  the  present.  The  form  that  is 
most  often  used  to  emphasize  present  time  brings  out  more 
clearly  that  the  action  is  in  progress: 

I  am  writing  a  letter. 

In  all  its  forms,  the  present  tense  indicates  action  in  the 
present  time. 

I  ivrote  a  letter  to  Mother. 


356  CLEARNESS  AND  CORRECTNESS 

is  a  statement  in  which  the  form  of  the  verb,  wrote,  indicates 
past  time. 

I  ii:as  writing  a  letter  when  you  telephoned. 

also  expresses  past  time,  but  adds  the  idea  that  the  action 
was  in  progress  at  the  time. 

I  was  too  busy  to  study  arithmetic,  but  I  did  write  the 
letter. 

likewise  expresses  past  time,  but  states  it  more  emphatically. 
In  all  its  forms,  past  tense  specifies  the  time  as  in  the  past. 
The  future  tense  indicates  that  the  action  is  yet  to  take 
place.     For  example: 

I  shall  write  tonight. 

Another  set  of  tenses  indicates  the  action  completed. 

I  have  written  the  letter  already. 

indicates  that  the  writing  is  completed  at  the  time  you  speak. 
It  is  called  the  present  perfect. 

I  had  written  before  you  asked  ine  to. 

indicates  that  the  action  was  completed  by  a  specified  time 
in  the  past — the  time  when  you  made  the  request.  It  is  called 
the  past  perfect. 

I  shall  have  written  the  letter  before  you  return. 

indicates  that  the  action  will  be  completed  at  a  specified 
point  in  the  future — the  time  when  you  return.  It  is  called 
the  future  perfect  tense. 


CORRECT  USE  OF  VERBS  357 

Present:     I  write,  am  writing,  do  write. 
Past:     I  wrote,  was  writing,  did  write. 
Future:     I  shall  write,  will  write. 
Present  Perfect:    I  have  written. 
Past  Perfect:     I  had  written. 
Future  Perfect:    I  shall  have  written. 

In  the  perfect  or  complete  tenses,  do  not  use  the  vulgar 
form  of  for  have.  In  rapid  speaking  we  say,  "I've  been  there. 
I  must've  been  there."  But  in  writing  we  should  spell  out 
have  in  full.  Saj^  "could  have  gone,"  "would  have  written," 
"must  have  seen." 

Three  tenses  will  give  you  trouble.  The  past  tense  should 
be  used  when  some  point  in  past  time  is  mentioned  or  thought 
of: 

He  came  yesterday. 

The  present  perfect  should  be  used  where  the  action  is  com- 
plete : 

I  have  seen  him  many  times. 

The  past  perfect  should  be  used  where  the  action  was  com- 
pleted before  a  specified  time; 

I  had  spoken  to  him  when  you  saw  me. 

Think  of  your  meaaing  when  you  choose  a  tense. 


Exercise  205 

Fill  in  the  blanks  with  the  tense  indicated.     Explain  exactly  what 
the  time  relations  are  in  each  sentence. 

1.  He (past  perfect  of  give)  me  the  book  before  the  teacher 

saw  him. 


358  CLEARNESS  AND  CORRECTNESS 

2.  He  must (perfect  of  see)  me  reading  it,  but  he  said  noth- 

ing. 

3.  You  would— — (perfect  of  lough)  if  you  could (perfect  of 

see)  Bob  as  he  slid  from  his  seat. 

4.  I (past  of  ask)  many  (juestions  before  I  found  the  way. 

[What  would  be  the  meaning  with  the  past  perfect?] 

5.  He (past  of  ask)  me  where  I  was  going. 

6.  I (present  of  drink)  more  water  than  I  ever  drank  before. 

7.  I (present  perfect  of  sing)  that  song  many  times. 

8.  I (past  perfect  of  ring)  the  bell  when  the  teacher  asked 

me  to. 

9.  He  asked  me  where  I (past  of  go). 

10.  He  wouldn't (perfect  of  draw)  the   picture   if   he   had 

known  that  the  boss  was  looking. 

11.  When  I  got  home  I (past  perfect  of  run)  ten  blocks. 

12.  T (present  perfect  of  sing)  that  song  often  before  now. 

13.  I (past  perfect  of  sing)  that  song  often  before  he  asked 

me  to  learn  it. 

14.  When  the  boy (past  of  come)  to  the  cross  roads,  he 

not (past  of  knoiv)  in  which  direction  to  go.     " 1 

(present  perfect  of  lose)  my  way?"  he  asked  himself. 

"I (present  perfect  of  run)  until  I  am  out  of  breath," 

he  said  to  himself,  "but  I  see  no  sign-post  to  guide  me  out 

of  this  wilderness.     If  I (past  perfect  of  go)  with  the 

others  down  the  creek,  I  might  now  be  in  safety.     But 

after  I (past  perfect  of  climb)  to  the  top  of  the  tree, 

the  directions  seemed  plain.     The  path  here  might 

(perfect  of  be)  plainer  if  I  had  not  run  so  fast."     At  this 

point,  seeing  a  wagon  approaching,  he (past  of  give) 

a  yell  and (past  of  go)  off  rapidly  to  meet  it.     The 

driver  could  (perfect  of  stop)  easily,  but  he  thought 

Charlie  would  clamber  in  without  trouble.     He (past 

perfect  of  drive)  on  several  feet  when  he  heard  Charlie 

shout  to  him  to  stop.     Looking  back,  he (past  of  see) 

Charlie  picking  himself  out  of  the  dust.     "What you 

(present  perfect  of  do)  ?  "  he  asked.     "I almost 

(past  perfect  of  climb)  in  when  I  lost  my  hold  and 

(past  of  fall)  flat  on  the  ground,"  explained  Charlie.     He 


CORRECT  USE  OF  VERBS  359 

(past  of  tell)  all  about  the  trip  while  they  jogged 

along  at  a  leisurely  pace.     Even   then  he (past  of 

reach)  home  before  the  others^ — (past  perfect  oi  find) 

their  way  out  of  the  woods.    Indeed,  he (past  perfect 

of  finish)  milking  the  cows  before  they  arrived. 


*208.  Future  Tense— Shall  and  Will.— The  future  tense 
can  imply  two  different  meanings.  It  can  imply  that  the 
statement  is  a  simple  prediction  of  the  future.  It  can  also 
imply  that  you  vjish  or  ivill  or  consent  to  or  determine  the 
coming  event.    Study  these  sentences: 

1 .  I  trill  not  do  anything  of  the  kind. 

2.  I  shall  take  a  walk  in  the  woods,  if  it  does  not  rain. 

3.  He  will  come  home  by  six  o'clock. 

4.  He  shall  go  to  school,  even  if  I  have  to  lead  him  there  by 

the  ear. 

In  the  first,  you  have  made  up  your  mind  about  the  matter. 
That  is  indicated  by  will.  In  the  second,  without  giving 
any  promise  or  announcing  any  decision  you  make  a  simple 
statement  of  your  plans.  That  is  indicated  by  shall.  In  the 
third,  you  make  a  simple  prediction.  As  the  subject  is  in  the 
third  person,  will  is  appropriate.  In  the  fourth,  on  the  con- 
trary, the  speaker,  probably  an  irate  mother,  has  determinetl 
upon  the  course  of  action  which  her  son  is  to  follow.  She  very 
properly  uses  shall.  We  may,  then,  draw  up  two  tables  for 
guidance  in  the  use  of  these  ti'oublesome  words. 

Simple  Future  (Read  without  emphasis) 

I  shall  go.  We  shall  go. 

You  will  go.  You  will  go. 

He  will  go.        ^  They  will  go. 


160  CLEARNESS  AND  CORRECTNESS 

Volitional  Future  (Emphasize  ivill  and  shall) 
(To  express  purpose,  promise,  determination,  or  command.) 

I  ivill  go.  We  uill  go. 

You  shnU  go.  You  shall  go. 

He  shall  go.  They  shall  go. 


Exercise  206 

In  the  forms  above  insert  tonight  after  each  hne.  Read  the  first 
set  without  emphasis.  Read  the  second  with  the  emphasis  indicated 
by  the  italics.  Then  repeat  the  forms  with  see,  come,  sit,  lie,  begin, 
and  xorite. 

Exercise  207 

Explain  exactly  what  each  sentence  means. 

1.  I  will  go  if  you  will. 

2.  He  will  be  here  any  mirmte  now. 

3.  If  you  wait  a  few  minutes,  the  editor  will  be  glad  to  see  you. 

4.  He  shall  never  enter  my  house  again. 

5.  They  shall  be  beaten  within  an  inch  of  their  lives. 

6.  I  shall  be  pleased  to  receive  your  check  by  the  first  of  the 

month. 

7.  They  will  come  in  when  they  get  tired. 

8.  He  will  depart  when  the  word  comes. 

9.  He  shall  be  promoted  if  he  succeeds  in  placing  that  order. 

10.  I  will  return  at  five  o'clock. 

11.  He  will  return  by  five  o'clock. 

12.  I  shall  probably  return  before  five  o'clock. 

Exercise  208 

Where  you  find  mil,  insert  shall,  and  where  you  find  shall  insert 
will.     What  is  the  change  in  meaning  in  each  case? 

1.  "  I  shall  advance,"  said  Marshal  Foch. 

2.  We  shall  be  pleased  to  receive  your  certified  check  for  the 

amount. 


CORRECT  USE  OF  VERBS  361 

3.  You  will  report  here  before  proceeding  home. 

4.  I  shall  be  glad  to  see  .you  at  any  time. 

5.  I  will  be  here  at  eight  o'clock. 

6.  He  will  be  here  before  the  boat  leaves. 

7.  We  shall  never  forget  you. 

8.  He  shall  be  discharged  the  next  time  he  makes  an  error. 


*209.  Singular  or  Plural  Number  of  Verbs. — Some  parts 
of  the  verbs,  particularly  the  third  person  of  the  present  tense, 
have  two  different  forms,  one  to  show  ''hat  the  subject  is 
singular,  and  the  other  to  show  that  it  is  pi  aral.    For  example : 

He  does.  They  do. 

He  comes.  They  come. 

In  order  to  be  certain  that  you  are  using  the  right  form,  it 
is  necessary  to  know  the  number  of  the  word  used  as  subject; 
then  the  verb  must  agree  with  the  subject  in  number.  Study 
these  sentences : 

One  of  the  boys  is  coming  home. 

There  were  in  the  house  six  7nen. 

Both  Mary  and  her  sister  are  coming. 

Neither  Mary  nor  her  sister  is  coming.  [Are  both  the 
nouns  thought  of  as  the  subject  of  the  verb  at  the  same 
time?] 

Were  you  home  yesterday? 

In  brief,  watch: 

1.  The  subject  that  is  separated  from  its  verb  by  a  modify- 

ing phrase. 

2.  The  subject  that  follows  its  verb. 

3.  The  subject  that  is  compound,  joined  by  and. 

4.  The  subject  that  is  compound,  joined  by  or  or  nor. 

5.  The  subject  that  is  a  pronoun  of  the  second  person. 


362  CLEARNESS  AND  CORRECTNESS 

Exercise  209 

P'ill  in  the  blanks  in  these  sentences  with  the  proper  verb  form  in 
the  present  tense,  explaining  in  each  case  wh}^  you  select  the  form 
you  do. 

1.  I  don't  care  if  he (do)  not  like  it. 

2.  There (run)  in  that  valley  a  silvery  stream. 

3.  By  the  roadway (stand),  a  little  to  one  side,  an  abandoned 

prairie  schooner  and  a  rusty  plow. 

4.  Either  the  Gismond  shop  or  the  Elite (keep)  that  brand. 

5.  He  tried  to  find  out  where  you (to  be)  on  Saturdays. 

6.  In  what  way (be)  the  pink,  downy,  and  luscious  peach 

and  the  red,  smooth,  and  hard  apple  to  be  prepared  for 
the  table? 

7.  Is  it  true  that  he (do)  not  pay  his  bills  i^romptly? 

8.  It  is  soon  discovered  that  neither  the  old  gentleman's  will 

nor  his  prosperous  son's  insurance (provide)  foi-  the 

little  girl. 

9.  He  shouted,  "It (do)  not  make  any  difference  !  " 

10.  He  complains  that  we (to  be)  not  treating  him  fairly. 

Exercise  210 

Read  your  recent  themes  very  carefully  and  collect  examples  of 
the  failure  of  subject  a-nd  verb  to  agree.  Place  these  on  the  board, 
with  the  correct  form  immediately  below.  The  class  can  discuss  the 
reason  for  each  change. 


210.  Troublesome  Cases  of  Shall  and  Will.— There  are 

two  rules  about  shall  and  will  that  are  ^iven  in  hooks  but  are 
not  consistently  followed  in  practice.    Study  them  and  listen 
to  the  language  you  hear  to  see  whether  they  are  followed. 
1 .  In  questions  use  the  form  you  expect  in  the  answer. 

Shall  you  be  at  home  tonight? 


CORRECT  USE  OF  VERBS  303 

Shall  is  used  because  you  are  asking  about  a  fact.  If  you  were 
trying  to  get  a  promise,  you  would  ask, 

Will  you  1)0  at  home? 

2.  In  a  sentence  containing  an  indirect  quotation,  use  the 
form  that  the  speaker  woukl  have  used.  A  pupil  reports  to  a 
classmate  the  words  of  a  teacher.    The  teacher  said, 

No,  John  in'll  not  fail. 

The  pupil  reports, 

Miss  Brown  says  you  will  not  fail. 

using  will  because  it  represents  the  form  employed  by  the 
teacher.  If  the  question  had  been  one  of  permission  to  go 
home,  the  teacher  would  have  said. 

He  shall  not  go  home. 

The  pupil  would  report, 

Miss  Brown  says  you  shall  not  go. 

using  shall  because  it  represents  the  form  used  by  the  teacher. 

3.  Another  rule  of  more  importance  is:  Should  and  would 
follow  in  general  the  rules  for  shall  and  ivill.  They  are,  in 
fact,  a  kind  of  past  tense  for  shall  and  will.  Should  some- 
times expresses  duty  or  obligation  of  some  kind,  as  in, 

He  should  know  better  than  that. 

Would  expresses  habitual  action,  as  in. 

He  ivould  come  in  at  ten  o'clock  and  leave  at  once. 


364  CLEARNESS  AND  CORRECTNESS 

Exercise  211 

Fill  the  blanks  so  as  to  bring  out  the  meaning  you  think  intended. 
Not  only  the  three  uses  noted  just  above,  but  those  in  §  208  should  be 
borne  in  mind. 

1.  you  do  us  a  favor? 

2.  This  information better  enable  us  to  serve  you. 

3.  We appreciate  the  favor  if  you answer  just  as  fully 

as  you  can  the  questions  on  the  reverse  side  of  this 
sheet. 

4.  This be  a  move  in  the  right  direction  if  it  were  printed 

at  regular  intervals  on  the  paper. 

5.  We like  to  know  your  frank  opinion  of  the  idea. 

6.  If  you  will  kindly  check  the  enclosed  postal,  we know 

just  how  you  feel  about  the  matter. 

7.  If  it  doesn't, you  not  be  interested  in  a  system  that ? 

8.  You be  placed  under  no  obligation  to  have  our  represen- 

tative explain  what  this  system do  for  you. 

9-  I be  glad  to  discuss  this  matter  in  such  detail  as  you  may 

wish. 
10.  you  not  let  us  tell  you  more  about  this  latest  typewriter 

development? 
11-  we  go  upstairs  or  remain  in  the  office? 

12.  We  feel  quite  sure  you find  a  visit  here  thoroughly  en- 

joyable, and  certainly  we — -do  everything  possible  to 
make  it  so. 

13.  We be  glad  to  make  reservation  for  you  at  any  time. 

14.  What we  do  next? 

15.  If  there  are  any  questions  you like  to  ask  us,  plrase  do 

not  hesitate  to  write. 

16.  We be  pleased  to  answer  any  questions  you  may  put  to 

us. 

17.  He go  home  immediately  from  the  office.     (To  express 

duty.) 

18.  He sit   in   the   anteroom,  looking   vacantly  out  of   the 

window. 

19-  I 'ike  to  leave  early,  but  I  suppose  there  is  no  chance. 

20.  What you  do  in  my  place? 


CORRECT  USE  OF  VERBS  3(35 

21.  Where 1  go  if  you  do  not  arrive  on  time? 

22.  Even  if  he be  deprived  of  the  title,  he  would  still  con- 

tinue to  fill  the  position. 


211.  Verb  in  "If  Clauses." — The  use  of  the  verb  in  certain 
if  clauses  should  be  watched  closely.    Study  these  sentences: 

1.  If  I  were  you,  I  should  remain  at  home  today. 

2.  If  the  manager  had  been  on  hand,  there  would  have 
been  no  loss. 

3.  I  wish  you  had  been  here. 

In  the  first  two,  the  supposition  is  contrary  to  the  actual 
state  of  affairs.  In  the  third,  you  wish  something  that  did 
not  happen.  These  untrue  or  contrary-to-fact  expressions 
require  were  or  had  been  always. 


Exercise  212 

Fill  in  properl}'  the  blanks  in  the  sentences  below: 

1.  If  I- — in  his  place,  I  should  stick  to  the  job. 

2.  He  wished  he a  thousand  miles  away. 

3.  What  if  she on  time?     Would  that  have  helped? 

4.  If  he a  little  more  alert,  he  might  rise  rapidly. 

5.  He  thought  that  if  his  employer more  considerate  he 

might  have  developed  into  a  useful  clerk. 

6.  If  the  price lower,  I  should  have  bought  a  dozen  bunches. 

7.  If  he made  superintendent,  the  whole  force  would  quit. 

8.  He  would   have   entered    the   business,  if  his  mother 

willing. 

9.  She  often  wished  that  she a  man. 

10.  You  would  be  a  very  helpful  clerk  if  your  mother willing 

for  you  to  learn  typewriting. 

11.  If  I there,  it  would  never  have  happened. 


366  CLEARNESS  AND  CORRECTNESS 

12.  He  acted  as  if  he were  angry. 

13.  As  if  it not  enough  to  raise  prices,  he  proceeded  to  dis- 

continue some  hues  altogether. 

14.  If  he coming  at  all,  he  would  have  arrived  before  this. 


Exercise  213 — Review 

Fill  in  the  blanks  with  the  proper  forms  of  the  verbs  indicated. 

Do 

1.  He not  like  to  stud}'. 

2.  He  has nothing  but  run  errands  since  morning. 

3.  He  will as  he  pleases  in  spite  of  all  you  can  say. 

4. as  one  pleases  is  not  good  for  one's  character. 

5.  He  will  have nothing  about  it  before  Christmas  unless  an 

earthquake  shake  him  up. 

6.  He it  because  he  was  directed  to. 

Come 

1.  What  did  you here  for? 

2.  upon  them  suddenly,  he  scatteretl  them  like  leaves  be- 
fore the  wind. 

3.  When  he here,  he  hadn't  a  cent  to  his  name. 

4.  He  had from  a  great  distance. 

5.  Calling  me  by  name,  he  said,  "I  have ." 

Go 

1.  I home  in  the  dark  that  night. 

2.  I  had only  a  few  paces  before  I (past  of  see)  a  black 

object. 

3.  up  to  it  all  in  a  tremble,  I  gazed  at  it  steadily. 

4.  "  What  have  I and  done?  "  I  cried  as  I  kicked  at  it. 

5.  It  was  a  dead  horse  that  had  falleoi  in  his  tracks  as  he  was 

to  the  next  town. 


CORRECT  USE  OF  \'ERI^S  3G7 

Run 

1.  I (past  tense)  away  over  the  white,  yielding  sand  as  fast 

as  I  could. 

2.  I  thought  I  could  hear  the  horse after  me. 

3.  When  I  had until  I  was  out  of  breath,  I  stopped  to  listen. 

4.  " on,  you  coward,"  something  within  me  seemed  to  say. 

Sit 

1.  I (past  tense)  down  to  listen  more  intently. 

2.  When  I (past  perfect  tense)  there  for  four  or  five  minutes 

I (past  of  see)  something  moving  down  the  road. 

3.  It  appeared  to  be  an  automobile  with  a  white  object 

(present  participle)  at  the  wheel. 

4.  I  should  have (past  participle)  there  till  this  day  if  the 

driver  had  not  stopped  because  of  the  sand. 

5.  I (past  of  nin)  down  to  where  he  was (present  par- 

ticiple) motionless. 

6.  He  would  have (past  participle)  there  forever  if  I  had  not 

shown  him  how  to  drive  out. 

Lie 

1.  I  was (present  participle)  down  when  the  bell  rang. 

2.  I (past  tense)  there  for  a  few  minutes,  wondering  what  it 

was. 

3.  "If  you (present  tense)  here  much  longer,  j'ou  may  never 

find  out,"  I  said. 

4.  But  I  must  have (past  participle)  there  longer  than  I 

thought. 

5.  When  I  got  to  the  door  I  found  that  I (past  perfect  tense) 

there  too  long. 

6.  If  I (past  perfect)  here  quietly,  I  should  have  been  rested. 

Exercise  214 

You  can  prepare  similar  exercises  for  the  other  verbs  in  the  list 
on  page  354.     This  kind  of  drill  may  be  repeated  every  day  or  week 


368  CLEARNESS  AND  CORRECTNESS 

until  you  never  make  a  mistake  in  either  speaking  or  writing.  If 
your  speaking  or  writing  shows  errors  in  other  verbs,  the  drill  should 
take  them  up  too  until  you  habitually  use  the  right  form. 

Exercise  215— Review 

Fill  in  the  proper  forms  in  the  following  sentences,  explaining  why 
you  select  the  forms  you  do  and  what  the  forms  mean. 

1.  I  said  that  he (past  perfect  of  take)  the  pencil  from  my 

desk. 

2.  He  ought  not  to- (past  infinitive  of  do)  it  without  your 

permission. 

3.  You (to  express  duty rise)  above  your  disappoint- 

ments. 

4.  The  boy,  somewhat  frightened, (past  of  rise)  cjuickly, 

but  said  not  a  word. 

6.  "I just (present  perfect  of  break)  mj'  pen,"  he  finally 

stammered. 

6.  "What  do  you  mean  ?  "  I -(past  perfect  of  so?/).     And  he 

(past  of  say),  "It's  hard  for  you  to  understand  any- 
thing that  occurred  so  long  ago." 

7.  The  pipe (past  of  burst)  late  last  night,  but  I  didn't  think 

it  would  leak  much. 

8.  I (future  of  ivrite)  forty  letters  today. 

9.  Oh,  no,  I (present  perfect  of  become)  used  to  such  matters 

since  the  manager  left. 

10.  I (present  perfect  of  drink)   ten  glasses  of  water  since 

morning,  and  I'm  still  thirsty. 

11.  The  principal  may (past  perfect  of  ring)  the  bell  yester- 

day, but  it  was  Miss  French  who (past  of  ring)  it 

today. 

12.  She (past  of  bring)  me  a  beautiful  rose  from  the  garden 

yesterday  morning,  and  now  she (present  of  bring) 

some  carnations. 


i 


CHAPTER  XXXI 
CORRECT  USES  OF  OTHER  PARTS  OF  SPEECH^ 

*212.  Proper  Adjectives. — Adjectives  modify  nouns.  The 
only  ones  that  give  much  trouble  are  those  derived  from 
proper  nouns;  for  example,  English,  from  England,  Belgian 
from  Belgium.  Note  that  the  form  is  different  from  the 
noun  form,  but  that  the  adjective,  like  the  noun,  is  spelled 
with  a  capital.    The  noun  should  not  be  used  as  an  adjective. 


Exercise  216 

Insert  in  the  following  sentences  the  correct  adjective  for  tlie  noun 
indicated. 

1.  I  have  already  written  my (England)  lesson,  but  I  don't 

know  when  I  can  begin  the (France). 

2.  He  was  a  poor (Belgium)  who  had  lost  a  leg  in  the  war. 

3.  What  do  we  care  if  the (China)  do  leave?     But  I  should 

hate  to  see  the (Scandinavia)  return  home. 

4.  The (Belgium)  children  suffered  tortures  in  the  war. 

5.  He  was  a (Texas),  but  not  a  cowboy. 

6.  Is  he  a (South)  or  a (West)? 

7.  The (Canada)  are  all  right,  but (England)  customs 

seem  strange. 

8.  He  studied  business (England)  for  a  year,  though  all  his 

dealings  were  with  a (South  America)  house. 


»  Sections  212-214,  marked  with  a  star,  should  be  mastered  by  the 
pupil  before  he  goes  forward  to  other  matters.  Sections  215-217  should 
be  deferred  to  the  second  year. 

24  369 


370  CLEARNESS  AND  CORRECTNESS 

9.  It  was  a (Belgium)  ship  that  entered  the  port  to  escape 

from  a (Germany)  corsair. 

10.  What  hope  can  you  have  of  succeeding  in  business  without 

ability   to   use    language    that    will   influence   the 

(America)  business  man? 


*213.  Adjective  or  Adverb. — The  place  where  the  adjee- 
tive  gives  most  trouble  is  where  it  follows  the  verb.  For  there 
it  may  be  confused  with  the  adverb,  which  modifies  the  verb. 
Most  adverbs  are  formed  by  adding  ly  to  the  adjective  form. 
In  most  cases  the  distinction  between  adjective  and  adverb 
is  so  clear  that  to  misuse  the  adjective  puts  you  down  as 
ignorant. 

Example: 

The  sun  rose  bright. 

The  sun  rose  quickly  above  the  hilltops. 

In  the  first  bright  modifies  sun.  It  tells  us  how  the  sun 
looked  while  it  was  rising.  In  the  second,  quickly  modifies 
rose,  by  telling  us  how  the  sun  rose.  Always  make  sure,  then, 
how  the  word  following  the  verb  is  used,  whether  it  modifies 
the  subject  or  the  verb.  Be  particularly  careful  with  verbs 
of  the  senses,  taste,  feel,  look,  smell,  sound,  and  the  like. 

That  pie  tastes  good. 

is  correct,  because  good  refers  to  pie,  not  to  tastes. 

Another  trouble  is  in  the  word  modifying  an  adjective. 

Not:  She's  a  rea/ good  typist. 
But:  She's  a  very  good  typist. 


USES  OF  OTHER  PARTS  OF  SPEECH  371 

Exercise  217 
Which  of  the  words  enclosed  in  parentheses  is  correct;  and  why? 

1.  He  (sure-siirely)  does  like  to  bnig  about  his  firm. 

2.  That  letter  isn't  (near-nearh')  short  enough. 

3.  He  fell  (deep-deeply)  in  love  with  her  before  summer  was 

over. 

4.  Why  are  you  playing  (bad-badly)  tonight? 
6.  The  letter-head  is  printed  (neat-neatly) . 

6.  She  thought  he  was  (near-nearly)  dead  with  fright. 

7.  That  sounds  (ridiculous-ridiculously)  to  me. 

8.  Are  you  keeping  the  right-hand  margin  (even-evenly)  ? 

9.  She  looks  (fine-finely)  this  morning. 

10.  It  seems  to  me  that  you  write  very  (slow-slowly). 

11.  That  apple  tastes  (sour-sourlj')  to  me. 

12.  I  write  as  (quickly-quick)  as  you  do. 

13.  How  (clear-clearly)  he  dictates!    I  never  miss  a  word,  be- 

cause he  is  always  (sure-surely)  of  himself,  and  talks 
(steady-steadily)  but  (smooth-smoothly)  right  to  the  end. 

14.  The  car  was  going  so  (swift-swiftly)   that  the  passengers 

began  to  feel  (queer-queerly).  In  fact,  things  began  to 
look  (serious-seriously)  when  the  motorman  called  out 
(loud-loudly) :  "Whoa  there,  Betsy;  slow  down!  " 

15.  He  figures  (good-well),  but  his  writing  is  simply  (beautiful- 

beautifully). 

16.  Did  you  say  you  could  (sure-surely)  come? 

17.  She's  a  (real-very)  nice  girl,  I  know;  she  writes  (fine-finely), 

and  does  all  her  work  (good-well),  but  I'm  (real-ver}^ 
much  disappointed  to  hear  that  the  manager  promoted  her 
so  (quick-quickly). 

18.  Can't  you  work  (quicker-more  quickly)  this  morning?     Of 

course,  we  want  the  work  done  (nice-nicely)  but  you 
needn't  deal  so  (gentle-gently)  with  those  bundles. 
Treat  'em  (rough-roughly)  !     Silk  goods  won't  break. 

19.  "That  sounds  (good-well),"  said  he,  looking  (bitter-bitterly) 

"but  do  you  feel  (sure-surely)  that  that  fruit  will  smell  as 
(sweet-sweetly)  after  it  has  lain  in  the  cellar  a  month?  " 
"(Sure-surely),"  replied  the  agent. 


372 


CLEARNESS  AND  CORRECTNESS 


20.  He  looked  (sad-sadly)  out  of  the  window  at  the  rain,  but  at 
length  he  went  (quiet-quietly)  back  to  his  desk,  where  he 
grew  (contented-contentedly)  once  more. 


*214.  Double  Negative. — The  negative  gives  untold 
trouble  until  you  form  the  right  habit.  There  is  a  temptation, 
to  which  boys  and  girls  are  particularly  subject,  which  must 
be  resisted.  That  is  the  use  of  two  negatives.  Both  of  the 
following  sentences  are  correct: 

Tell  me  no  lies. 
Don't  tell  me  lies. 


Exercise  218 

The  class  may  appoint  a  committee  to  take  down  all  cases  of  the 
double  negative  and  to  report  them,  with  the  proper  form.  When 
negatives  are  no  longer  misused  in  the  class,  the  committee  may  ex- 
tend its  activities  to  the  playground.  The  members  on  the  com- 
mittee ought  to  be  changed  from  day  to  day,  or  from  week  to  week, 
until  every  member  of  the  class  has  served. 

215.  Prepositions  and  Conjunctions. — Note  the  words 
in  brackets  in  these  sentences: 

I  over    1 
under  I  the  table, 
upon  ] 

to 


from 
after 
I  took  it  { before 
behind 
beyond 
I  for 


'  mv  brother. 


USES  OF  OTHER  PARTS  OF  SPEECH  373 

These  words  are  called  prepositions.  They  are  here  used 
to  show  the  I'elation  of  the  word  tabic  to  jumped  or  of  brother 
to  took.  Table  and  brother  are  called  objects  of  the  preposition. 
Now  prepositions  always  show  the  relation  between  this  ob- 
ject and  some  other  word  in  the  sentence.  You  should  choose 
the  preposition  that  will  express  this  relation  exactly.  Notice 
the  difference  whether  the  dog  jumps  under  the  table,  or  upon 
it,  or  entirely  over  it.  What  are  the  differences  of  meaning 
conveyed  by  the  prepositions  in  the  second  sentence? 

The  following  list  includes  the  commonest  prepositions. 


about 

below 

from 

through 

above 

beneath 

in 

to 

across 

beside 

into 

under 

after 

between 

like 

up 

against 

beyond 

of 

with 

among 

but  (except) 

off 

within 

around 

by 

on 

without 

at 

(luring 

over 

before 

except 

round 

behind 

for 

since 

Exercise  219 

From  this  list  fill  the  blanks  l)elow  with  as  many  different  prepo- 
sitions as  a'ou  think  will  fit.  What  is  the  difference  in  meaning  in 
each  case? 

1.  The  soldiers  marched  the  square. 

2.  Her  report  card  was  discovered the  sidet)oard. 

3.  He  went the  minister. 

4.  The  robbery  was  committed tlie  concert. 

5.  The  accident  occurred the  gynmasium. 

The  proper  meaning  of  a  preposition  can  be  learned  only  bj'  care- 
ful study  of  a  large  dictionary  or  a  book  of  synonyms. 


374 


CLEARNESS  AND  CORRECTNESS 


Exercise  220 

Frame  sentences  whicli  will  bring  out  the  distinctive  meaning  of 
each  preposition  in  the  following  list.  Where  a  verb  is  given,  the 
verb  should  be  used  with  each  preposition. 


at,  in 

beside,  besides 

between,  among,  amid 

from,  off  (note  the  errors  the  class 

commits) 
in,  into 

on,  upon  (note  the  misuses  of  on) 
round, around,  about 
agree  to,  with,  upon 
argue  with,  against 
change  for,  with 
contend  with,  against 
confide  in,  to 


compare  to,  with 

connect  with,  to 

come  up  with,  to 

correspond  with,  to 

depart  from,  for,  at,  on,  in 

disappoint  in,  on 

differ  with,  from 

hang  on,  from,  to 

join  with,  to,  in 

live  at,  in,  on 

part  with,  from 

talk  to,  with,  of 

speak  to,  with 


216.  Pronouns  After  Prepositions. — Many  mistakes  are 
made  in  the  objects  of  prepositions,  particularly  pronouns. 
The  only  proper  forms  after  the  preposition  are  tne,  him,  her, 
us,  them,  whom,  and  their  compounds.  The  trouble  usually 
comes  where  the  preposition  has  two  objects — as  in,  between 
you  and  me.  In  this  case  me  is  just  as  much  an  object  of  the 
preposition  as  you  is. 


Exercise  221 

In  the  following  sentences  choose  the  correct  form  of  the  words 
within  parentheses.     Prove  that  your  choice  is  correct, 

1.  The  details  were  settled  by  the  secretary  and  (I-me). 

2.  He  requests  permission  to  call  on  ,you  and  (I-me). 


USES  OF  OTHER  PARTS  OF  SPEECH  375 

3.  The  tickets  are  for  mother  and  (I-me). 

4.  We  prepare  our  lessons  with  her  sister  and  (she-her). 

5.  (She-her)  and  her  sister  came  to  school  this  morning  with 

my  brother  and  (I-me). 

6.  The  announcement  was   to   be   made   l)y   the   president  or 

(I-me). 

7.  Everybody   is   going   on   the   i)icnic   except   (he-him)   and 

(I-me). 

8.  The  quarrel  between  his  elder  brother  and  (she-her)  led  to  a 

fight. 

9.  Do  you  expect  all  the  work  to  be  done  by  (he-him)  and  (I- 

me)  ? 

10.  All  but  you  and  (I-me)  liave  gone  home  already. 

11.  Quiet  girls  like  you  and  (she-her)  should  succeed  as  secre- 

taries. 

12.  They  kept  still  for  the  sake  of  his  father  and  (he-him). 

13.  Between  you  and  (I-me),  I  think  they  did  wrong. 

14.  They  called  to  my  companion  and  (I-me). 

15.  Everj^one  protested  but  (they-them)  and  (me-us). 

16.  The  manager  sent  for  (he-him)  and  (I-me),  but  not  you  and 

(she-her) . 

17.  They  discovered  that  his  brother  and  (he-him)  had  never 

been  out  of  the  city. 

18.  Uncle  went  downtown  today  to  buy  a  bicycle  for  (she-her) 

and  (I-me). 

19.  All  have  handed  in  their  reports  (>xcei)t  (he-him)  and  (I-me). 

20.  That  novel  appeals  not  only  to  grown-ups  but  to  (we-us) 

girls. 

21.  (Who-whom)  do  you  take  me  for  ? 

22.  He  invited  (they-them)  to  go  with  mother  and  (we-us). 

23.  (Who-whom)  did  he  send  you  to? 

24.  H(>  asked  (who-whom)  was  the  man  across  the  street. 

25.  Ho  asked  (who-whom)  the  contract  was  between. 


217.  Preposition  or  Conjunction. — Prepositions  and  con- 
junctions are  sometimes  confused.     (For  conjunctions,  re- 


376  CLEARNESS  AND  CORRECTNESS 

view  pages  321,  322).  Like  is  never  a  conjunction.  Conse- 
quently, never  use  a  verb  after  "  like."  If  the  expression  is 
one  requiring  a  verb,  use  as  or  as  if  to  introduce  the  clause. 
This  distinction  is  brought  out  in  the  following  sentences: 

He  writes  like  me. 

He  writes  as  if  he  were  crazy. 

Than  is  not  a  preposition  but  a  conjunction.  But  the  clause 
which  it  introduces,  Uke  many  of  the  clauses  which  as  in- 
troduces, is  left  incomplete  because  a  part  of  it  can  be  so 
easily  supplied  by  the  reader.  The  following  sentences  are 
correct : 

He  writes  faster  than  1  [do]. 
He  writes  as  fast  as  I  [do]. 


Exercise  222 

Insert  the  proper  forms  in  the  blanks  below. 

1.  You  act  (like-as)  a  clown. 

2.  You  cannot  write  (like-as)  your  brother  can. 

3.  Are  you  taller  than  (I-me)  ? 

4.  Nobody  knows  less  about  a  typewriter  than  (me-1). 

5.  He  sharpened  the  pencils  just  (like-as)  he  was  told  to  do. 

6.  You  were  nearer  the  door  than  (she-her). 

7.  He  has  a  voice  (like-as)  his  father's. 

8.  The  boys  found  employment  earlier  than  (she-her). 

9.  I  shall  select  him  rather  than  (she-her). 

10.  I  hope  you  will  laugh  over  the  story  (like-as)  1  did. 

11.  He  talks  exactly  (like-as)  you. 

12.  You  always  arrive  earlier  than  (lie-him). 

13.  No  one  congratulated  him  more  heartily  than  (I-me). 

14.  She  has  a  winning  smile  (like-as)  her  sister. 

15.  That  cartoon  in  TIic  Magpie  looks  (like-as)  him. 


USES  OF  othp:r  parts  of  speech         377 

16.  For  old  goiitleineu  there  is  no  game  (like-as)  golf. 

17.  I  am  not  so  popular  as  (she-her). 

18.  He  is  brighter  than  (I-me),  but  I  try  harder  than  (he-hini). 

19.  If  you  do  (like-as)  he  does,  you  will  not  be  promoted  at  all. 

20.  You  arc  not  as  tall  as  (she-her),  but  she  hasn't  blight  eyea 

(like-as)  you. 


CHAPTER  XXXII 
SPELLING' 

*218.  Spelling  Demons. — ^Wheii  you  come  to  write  for 
youi-  employer,  or  for  yourself,  you  may  be  discharged  or 
laughed  at  because  of  your  misspelling.  Every  business  man 
expects  you  to  spell  correctly  the  common  words.  Strange  to 
say,  the  words  you  will  have  most  trouble  with  are  the  com- 
monest.   Master  the  correct  spelling  of  them  first. 


Exercise  223 

1.  Let  a  member  of  the  class  dictate  today  the  words  in  the  first 
of  the  following  lists.  Tomorrow  let  some  member  dictate  the  words 
in  the  second  list.  Proceed  in  that  way  until  you  have  mastered  all 
the  lists.  After  writing  each  list,  compare  your  spelling  with  that  in 
the  book.  What  per  cent  have  you  spelled  correctly?  What  per 
cent  has  the  class  as  a  whole  spelled  correctly?  Are  you  better  or 
poorer  than  the  average  of  the  class? 

2.  Copy  down  in  a  page  of  your  note-book  all  the  words  in  these 
lists  that  you  have  misspelled,  under  the  title,  "Words  to  Watch." 
Read  the  list  aloud,  noting  the  syllables.  Add  to  it  from  the  words 
misspelled  in  your  letters  and  other  writing.  Possibly  your  teacher 
will  dictate  them  to  you  once  a  week,  so  that  you  can  see  how  well 
you  are  learning  to  spell  them  correctly. 


'  As  in  previous  chapters,  the  star  indicates  that  the  matter  which 
bears  that  mark  should  be  mastered  in  the  first  year. 

378 


SPELLING 

1 
t 

37t 

(a) 

any 

know 

such 

went 

does 

many 

there 

where 

first 

much 

they 

write 

goes 

off 

too 

wrote 

here 

some 

(b) 

very 

again 

every 

running 

tried 

asked 

having 

school 

two 

been 

hear 

shining 

when 

buy 

heard 

stopped 

which 

coming 

knew 

sure 

whole 

cried 

making 

taking 

whose 

dear 

near 

their 

writing 

done 

once 

threw 

dropped 

only 

(c) 

told 

afraid 

doctor 

loose 

should 

all  right 

early 

lose 

shows 

ahnost 

easy 

loving 

speak 

ah-eady 

enough 

new 

though 

always 

father 

none 

together 

asks 

forty 

often 

truly 

beginning 

friend 

people 

until 

color 

have  (not 

"of"  known) 

quite 

women 

could 

its 

(d) 

says 

would 

across 

choose 

minute 

through 

also 

don't 

piece 

Tuesday 

among 

easiest 

pleasant 

tired 

before 

fourth 

ready 

weather 

believe 

hour 

receive 

week 

built 

instead 

Saturday 

Wednesday 

business 

just 

seems 

written 

busy 

losing 

sentence 

can't 

meant 

straight 

380 


CLEARNESS  AND  CORRECTNESS 


(e) 


answered 

either 

replied 

useful 

break 

except 

since 

wear 

country 

half 

stretch 

whom 

didn't 

isn't 

tear 

without 

different 

perhaps 

toward 

doesn't 

really 

(f) 

trouble 

certain 

laid 

separate 

tries 

crowd 

led 

speech 

whether 

describe 

library 

stories 

won't 

hoping 

paid 

studies 

wouldn't 

hurried 

said 

surprised 

ladies 

sense 

thrown 

chief 

enemy 

judgment 

probably 

copied 

finally 

lies 

read  (past) 

description 

foreign 

lying 

respectfully 

destroy 

generally 

necessary 

seize 

disappointed 

go\-ernment 

pretty 

sincerely 

disagree 

grammar 

principal 

accept 

(hi 
dollar's  worth 

lady's 

opened 

at  last 

easily 

ninth 

preferred 

definite 

immediately 

occasion 

usually 

divide 

Jones's 

occurred 

219.  Rules. — When  you  are  uncertain  of  the  spelling,  the 
following  rules  will  frequently  eonie  to  your  aid. 

*1.  Drop  final  silent  e  before  a  suffix  beginning  wi;  h  a  vowel 


come  +  ing 

coming 

sense  +  ible 

sensible 

move  +  able 

movable 

SPELLING  381 

*2.  Ket'p  final  silent  e  before  a  suffix  beginning  with  a 
consonant. 

hope  +  fill  hopeful 

immediate  +  ly  immediately 

extreme +ly  extremely 

Exceptions  are:  argument,  duly,  ninth,  truly,  judgment. 

*3.  In  words  ending  in  ce  and  ge  keep  the  e  before  a  suffix 
beginning  with  a  or  o,  in  order  to  preserve  the  soft  sound  of 
c  and  g. 

noticeable  advantageous 

courageous  vengeance 

4.  Keep  final  y  preceded  by  a  vowel  when  adding  a  suffix. 

stay  stayed 

journey  journej^s 

5.  When  final  y  is  preceded  by  a  consonant,  change  y  to  i 
before  a  suffix  beginning  with  any  other  letter  than  /. 

busy  business  fly  flies 

lucky  luckily  lady  ladies 

easy  easier  duty  dutiful 

*6.  The  most  troublesome  combination  is  ei  or  ie.  Expect 
i  to  come  before  e,  as  in  the  jingle: 

i  before  e 

Except  after  c, 

Or  when  sounded  as  a, 

As  in  neighbor  and  iveigh. 

The  words  Alice  or  lice  may  help  you,  because  the  /  and  c 
are  both  followed  by  the  letter  they  are  followed  by  in  spell- 
ing other  words.    For  example,  believe  and  receive. 

ThA-e  are  two  sets  of  exceptions  to  the  rule,  "i  before  e"; 

(a)  Either,  neither,  seize,  weird,  leisure,  inveigle. 

(b)  Friend,  view,  handkerchief,  mischief,  fiery,  financier,  sieve. 


382  CLEARNESS  AND  CORRECTNESS 

These  should  be  memorized  and  repeated  every  day,  until 
you  never  make  a  mistake  in  using  them. 

7.  Monosyllables  and  words  accented  on  the  last  syllable, 
ending  in  a  single  consonant  preceded  by  a  single  vowel, 
generally  double  the  final  consonant  before  a  suffix  beginning 
with  a  vowel.  This  rule  is  very  important  in  forming  past  and 
present  participles. 

Stop,  stopped,  stopping 
Prefer,  preferred,  preferring 

You  must  always  think  of  the  accent  when  you  apply  this 
rule.  Open,  for  example,  ends  in  a  single  consonant  preceded 
by  a  single  vowel,  but  the  accent  is  not  on  the  final  syllable 
in  any  of  the  words  formed  from  it;  as,  opened,  opening. 


Exercise  224 

*You  can  help  each  other  to  become  good  spellers,  if  the  teacher 
will  act  as  umpire.  Let  her  send  ten  or  fifteen  to  the  board,  each  of 
whom  will  number  the  section  of  the  board  at  which  he  stands. 
Then  let  one  pupil  after  another  of  those  remaining  at  their  seatw 
read  a  sentence,  imtil  the  board  is  filled.  Then  the  pupil  who  read 
the  sentence  will  judge  whether  there  are  any  misspelled  words  in 
the  sentence  which  he  read.  Those  at  their  seats  can  then  take  the 
places  at  the  board,  and  write  from  dictation.  Each  pupil  will  put 
down  in  his  "Words  to  Watch"  list  all  words  that  he  misspells. 

1.  Dining,  writing,  and  hoping  for  a  check  on  the  morrow,  he 

was  yet  sensible  of  having  small  ground  for  hope. 

2.  The  argument  was  duhj  prolonged  till  the  ninth  inning,  when 

the  prospects  truly  became  more  hopeful  immediately. 

3.  It  was  noticeably  advantageous  to  remain  on  peaceable  terms 

with  the  changeable  and  tndy  unmanageable  foe  until  he 
had  lost  his  thirst  for  vengeance. 


SPELLING  383 

4.  The  hoys,  as  they  walked  clown  some  green  alleys  past  cages 

of  monkeys,  thought  of  journeys  and  plays  and   other 
strange  subjects. 

5.  Luckily  the  business  they  were  sent  on  did  not  rest  heavily 

on  them,  for  they  easily  forgot  their  families  in  remember- 
ing the  stories  they  had  read  in  books. 

6.  I  believe  he  grieved  for  his  niece  who  was  lost  in  the  fierce 

siege  of  Antwerp. 

7.  "If  I  am  not  deceived,"  said  the  financier,  "I  have  received 

an  order  for  10,000  square  feet  of  ceiling." 

8.  One  of  the  fiery  freight  handlers  threw  a  heavy  weight  into 

the  sleigh  without  inveighing  against  the  railroad. 

9.  A  foreign  sovereign,  intending   to  stir  up   mischief  among 

friends,  sent  a  sieve  to  one,  a  handkerchief  to  another,  and 
a  counterfeit  coin  to  the  third. 

10.  Either  seize  the  iceird  creature  and  allow  him  no  leisure,  or 

I  shall  be  forced  to  leave  neither  of  you  alive. 

11.  Hoping  for  a  striped  jersey,  he  planned  a  hopping  contest 

which  should  continue  until  he  had  dragged  every  student 
out  to  it. 

12.  Rolling  a  cigarette  of  the  tobacco  he  preferred,  he  referred 

to  a  battle-scarred  veteran  who  had  scared  him  at  the 
begimxing  by  omitting  to  bow. 

13.  The  battle  had  occurred  as  they  were  compelling  those  who 

had  rebelled  to  submit  themselves  to  the  governor-general. 

14.  Suffering  at  the  opening  of  the  game  from  having  traveled 

without  written  permission,  he  offered  to  forfeit  the  match 
to  escape  detection. 

15.  But  at  last  he  accepted  the  disappointment  of  not  banqueting 

in  the  dining-car,  and  bought  a  dollar's  worth  of  cookies 
immediately  after  the  decision. 

Exercise  225 

Keep  a  list  of  the  words  coming  under  each  rule.  At  the  end  of 
the  week,  write  out  five  sentences  for  each  rule.  Let  each  sentence 
contain  as  many  words  under  the  rule  it  illustrates  as  you  can  put  in. 
After  the  first  few  sentences  you  will  find  it  a  very  interesting  game. 


384  CLEARNESS  AND  CORRECTNESS 

*220.  Possessives. — The  proper  spelling;  of  possessives  is 
very  important  in  business  writing.  Always  remember  the 
simple  rule  that  the  possessive  singular  is  formed  by  adding 
the  apostrophe  (')  and  s  to  the  noun;  as,  the  lady's  slipper,  a 
boy's  cap,  Mr.  Jones's  horse.  The  apostrophe  comes  before 
the  s.  In  the  plural  possessives  use  the  apostrophe  alone; 
that  is,  the  apostrophe  comes  after  the  plural  ending.  For 
example,  ladies'  gowns,  boys'  caps,  the  Joneses'  7nanners. 

Of  course  in  a  few  forms  the  plural  does  not  end  in  s.  Con- 
sequently, the  possessive  of  such  plurals  would  be  formed  by 
the  apostrophe  and  s;  for  example,  men's  hats. 

Never  use  the  apostrophe  in  forming  the  plural  of  nouns; 
e.g.,  the  ladie's  were  planning  a  bridge  party.  Ladie's  is  in- 
excusably wrong. 

In  firm  names,  the  apostrophe  and  s  are  placed  after  the 
complete  name;  as,  Pierce  and  Hartung's  hardware  store.  The 
expression  John's  and  Manj's  bicycles  would  mean  that  each 
owned  a  bicycle. 


Exercise  226 

Read  over  five  or  six  of  your  themes  and  letters  to  detect  mistakes 
in  the  use  of  the  apostroj)he.  Write  out  each  sentence  with  tlie 
correct  form,  and  bring  the  list  of  sentences  to  class. 

Exercise  227 

The  following  lists  consist  of  words  that  are  particularly  trouble- 
some to  high  school  students.  Some  of  them  represent  the  rules 
studied  above.  Write  them  list  l)y  list,  from  dictation,  as  in  Exer- 
cise 223  until  you  never  misspell  a  word. 


(a) 

affect  (a  verb) 

benefit 

hopeful 

altogether 

description 

successful 

SPELLING 

nevertheless 

despair 

useful 

without 

effect  (usually  a  noun) 

in  fact 

angel 

whether 

in  spite 

argument 

one's 

at  last 

ninth 

another's 

all  right 

truly 

other's 

(b) 

cries 
replies 

athletics 

changeable 

lose 

address 

noticeable 

move 

approach 

peaceable 

prove 

arrive 

unmanageable 

lying 

supplies 

vengeance 

tying 

amount 

'    ) 
opinion 

re+com+mend 

around 

com+mit+tee 

possibly 

arouse 

mean+ness 

preparation 

imagine 

drunken+ness 

separation 

imitate 

re+col+lect 
(d) 

separate 

arrangement 

mysterious 

happiness 

definitely 

religious 

loneliness 

safety 

suspicious 

its 

surely 

unconscious 

hers 

curious 

victorious 

yours 

famous 

guard 

their 

generous 

luckily 

(e) 

accustomed 

captain 

grammatically 

apologize 

villain 

practically 

particularly 

village 

occasion 

disturb 

corner 

occasionally 

originally 

quarter 

accidentally 

similar 

enthusiastically 

especially 

view 

385 


386 


CLEARNESS  AND  CORRECTNESS 


221.  Business  Terms. — You  will  be  more  valuable  in  any 
business  position  if  you  know  the  terms  peculiar  to  business. 
These  terms  may  be  studied  in  two  groups.  One  set  is  pecu- 
Har  to  some  particular  kind  of  business,  as  the  coal  business, 
for  instance,  or  railroading.  If  you  enter  an  office  handling 
such  business,  3^ou  should  try  to  learn  the  exact  meaning  and 
spelling  of  every  unfamiliar  word.  Of  course,  a  book  like  this 
cannot  give  you  much  assistance  in  that  matter.  The  other 
set  of  terms  involves  the  fundamental  activities  of  business 
life.  Again,  you  should  learn  the  spelling  and  exact  meaning 
of  each  term.    The  lists  below  are  a  good  beginning. 


Exercise  228 


Let  a  member  of  the  class  dictate  to  the  other  members  the  words 
in  one  of  these  lists  today.  After  writing  it  out,  compare  your  spell- 
ing with  that  in  the  book.  Those  that  you  misspell  you  should 
study  carefully  for  tomorrow.  You  should  likewise  cheek  those 
whose  meaning  you  do  not  understand.  Tomorrow  you  should  give 
the  meaning  and  the  spelling  of  each  word.  These  two  exercises 
can  be  repeated  the  next  week  with  the  second  list,  and  so  on  until 
the  complete  set  is  mastered. 

(a) 


acceptance 

assign 

chassis 

accommodation 

attest 

clientele 

accountant 

attornej- 

collateral 

acknowledgment 

audit 

collectible 

affidavit 

bona  fide 

competitor 

analyze 

bulletin 

confirmation 

arraign 

certified 

(b) 

consign 

delinquency 

facilities 

contract 

deponent 

feasibility 

SPELLING 

copyright 

depositor 

1 
finance 

corporation 

depreciate 

fluctuating 

credit 

discount 

foreclosure 

default 

economics 

freight 

defendant 

embargo 

(c) 

guarantee 

invoice 

maintenance 

honorarium 

issuance 

maturities 

indorsement 

jobber 

mortgage 

injunction 

judgment 

notions 

intestate 

ledger 

partisans 

inventory 

liabilities 

prestige 

investment 

litigation, 

(cl) 

procedure 

security 

transit 

protest 

staples 

treasurer 

reciprocate 

speculation 

usury 

rectify 

statistics 

utilize 

reimburse 

statute 

voucher 

remittance 

stipulated 

versus 

riders 

•     subpoena 

warranty 

scanners 

tracer 

way-bill 

387 


*222.  Hyphen.— Two  features  of  spelling  will  trouble  you 
often  when  you  get  into  business.  One  is  using  the  hyphen  in 
compound  words.  Use  the  hyphen  with  compound  adjec- 
tives; as,  the  red-haired  messenger,  a  two-dollar  ticket.  The 
tendency  now  is  to  make  words  solid.  If  you  feel  pretty  sure 
the  word  needs  a  hyphen,  look  it  up  in  the  dictionary.  That 
is  the  only  trustworthy  guide. 

The  other  matter  is  the  dividing  of  a  word  at  the  end  of  a 
line.  The  only  rule  is :  Divide  so  that  you  can  pronounce 
each  part  separately. 


388  CLEARNESS  AND  CORRECTNESS 

Exercise  229 

Write  to  the  Russell  Sage  Foundation,  130  East  22  Street,  New 
York  City,  for  publication  E139,  "A  Measuring  Scale  for  Ability 
in  Spelling."  The  charge  is  5  cents.  It  contains  one  thousand 
words.  If  you  can  spell  all  of  them,  you  will  have  little  trouble  in 
business  speUing. 


CHAPTER  XXXIII 

ESSENTIAL  USES  OF  CAPITAL  LETTERS  AND 
PUNCTUATION' 

223.  Capitalization. — Our  language  has  habits,  just  as 
you  have  a  habit  of  holding  a  pen.  If  you  do  not  observe 
these  habits,  you  will  be  thought  ill-trained  or  uneducated. 
One  of  these  habits  is  the  use  of  capital  letters  at  certain 
points. 

1 .  Begin  with  a  capital  the  first  word  of  every  sentence, 
the  first  word  of  a  formal  resolution,  the  first  word  of  every 
direct  quotation. 

A  salesman  must  have  both  tact  and  good  humor. 

Resolved:    That  salesmanship  is  a  natural  gift. 

He  replied,  "You  forget  the  necessity  of  persistence." 

*2.  Begin  with  a  capital  every  proper  noun  and  adjective, 
including  daj^s  of  the  week,  months  of  the  year,  holidaj^s, 
official  titles,  words  denoting  relationship,  etc. 

The  greatest  of  the  French  generals  was  Marshal  Foch. 

The  South  made  millions  out  of  cotton  during  the  war. 
(But:  He  lives  twelve  miles  south  of  Charlotte.) 

Tuesday,  May  sixth,  was  declared  Liberty  Day,  in  honor 
of  the  Seventy-seventh  Division. 

Vice-Admiral  Sims  addressed  the  meeting. 

Your  uncle  was  present,  but  Aunt  Mary  and  Sister  were 
detained  by  duties  at  home. 


'  As  before,  the  star  indicates  that  the  rules  should  become  second 
nature  with  the  first-year  pupils.  All  other  rules  should  be  deferred  to 
the  second  year. 

389 


390  CLEARNESS  AND  CORRECTNESS 

You  should  observe  that  titles  are  capitalized  only  when 
they  are  used  in  connection  with  names;  as, 

Three  generals  were  present, 
but 

The  children  greeted  General  Pershing. 

Names  of  relationship  are  never  capitalized  when  used  with 
a  possessive  pronoun;  as, 

Your  uncle  said  so. 

but 

Let  me  see,  Uncle. 

Business  spells  with  a  small  letter  a  good  many  terms  like 
oriental  rug,  turkey  red,  and  other  common  articles  of  trade. 

3.  Begin  with  a  capital  the  chief  words  in  titles  of  books. 

He  bought  a  copy  of  "The  Principles  of  Salesmanship." 

4.  Begin  with  a  capital  the  first  word  of  every  item  or 
heading  in  lists  or  outlines. 

Remittances  may  be : 

L  Silver  and  stamps 

2.  Postal  money-orders 

3.  Express  money-orders 

4.  Checks 

.'i.  Bank  drafts 

224.  Punctuation. — Punctuation  is  needed  to  make  your 
meaning  clear  immediately.    What  can  you  make  of  this? 

put  me  into  the  hampstead  bus  she  said  what's  the  num- 
ber I've  forgotten  Im  a  bit  off  my  head  why  are  you  alone 
why  did  not  j^our  mother  come  we  wouldn't  have  her  nor 
anybody  don't  you  understand  of  course  you  don't  you  will 
some  day. 


CAPITAL  LETTERS  AND  PUNCTUATION        391 

To  enable  the  reader  to  get  your  meaning  with  the  least 
trouble,  follow  these  rules,  which  are  very  generally  under- 
stood by  readers. 

*225.  The  Period.— Use  the  period: 

1.  To  mark  the  end  of  a  declarative  or  an  imperative 
sentence. 

The  salesman  meets  two  kinds  of  objections. 
Distinguish    between    honest    objections    and    trivial 
excuses. 

2.  To  indicate  an  abbreviation. 

Dr.  Hughes 

Messrs.  Gordon  and  Dillon 
Fifth  Ave. 
Tenth  St. 
One  doz.  eggs 

Miss  is  never  an  abbreviation,  nor  are  expressions  like  1st, 
3rd. 

*226.  The  Question  Mark. — Use  the  question  mark: 

1.  To  indicate  the  close  of  a  direct  question. 

*227.  The  Exclamation  Point. — Use  the  exclamation  point : 
L  To  mark  the  close  of  a  sentence  that  expresses  strong 
feeling. 

Call  it  anything  you  want  to.    This  is  what  people  want! 

2.  To  indicate  the  force  of  interjections  or  exclamatory 
phrases. 

Oh,  no!    It  will  all  go  out  as  No.  L 

"A  home  run!"  shouted  the  coach  from  the  side  lines. 

228.  The  Comma. — When  you  have  learned  to  mark  the 
end  of  every  sentence,  study  the  way  in  which  to  indicate  to 


392  CLEARNESS  AND  CORRECTNESS 

the  reader's  eye  the  parts  of  it.  Make  the  parts  stand  out  so 
clearly  that  he  can  grasp  the  meaning  at  the  first  glance. 
The  most  useful  mark  you  can  employ  will  be  the  comma. 

*1.  Place  a  comma  before  the  conjunction  to  separate  the 
clauses  of  a  compound  sentence.  Certain  conjunctions  are 
particularly  important:  but,  as,  so,  for,  and. 

I  was  familiar  with  the  whereabouts  of  this  ditch,  but 
under  the  circumstances  I  naturally  forgot  it.  I  did  not 
intend  to  give  myself  up,  so  after  a  few  seconds  I  jumped 
out  from  behind  the  tree. 

My  fall  was  particularly  fortunate,  for  otherwise  one  or 
both  of  the  shots  might  have  hit  me. 

I  ran  only  a  short  distance,  as  I  was  loaded  down  with  the 
heavy  Russian  overcoat. 

By  that  time  I  had  got  probably  six  or  seven  steps 
farther,  and  he  fired. 


Exercise  230 

I*unctuate  the  following  correctly,  giving  the  reason  in  each  case: 

1.  The  Poster  Squad  must  be  made  up  of  workers  and  good  will- 

ing letterers  are  alwaj^s  needed. 

2.  The  exceptional  person  begins  at  an  early  age  his  preparation 

for  a  definite  career  and  he  continues  it  until,  he  reaches 
the  goal. 

3.  Few  college  students  have  at  graduation  well-defined  plans 

but  those  who  go  to  work  at  an  early  age  soon  come  to  look 
at  life  more  seriously. 

4.  The  thoughtful  young  man  sees  that  the  occupations  for 

which  little  training  is  required  offer  no  future  so  he  tries 
to  learn  what  kind  of  education  is  most  desirable. 

5.  This  is  a  hard  task  for  he  is  perplexed  by  appeals  from  busi- 

ness and  correspondence  schools  which  are  operated  for 
profit. 


CAPITAL  LETTERS  AND  PUNCTUATION        393 

6.  He  could  not  go  to  college  to  become  a  civil  engineer  so  he 

consoled  himself  with  a  remunerative  position  in  business. 

7.  You  never  saw  a  negro  working  in  a  Chinese  laundry  and  1 

don't  believe  you  ever  will. 

8.  You  will  enjoy  Ocean  Nook  for  there  3^ou  can  do  the  very 

things  you  like  to  do  when  you  forget  business. 

9.  Another  point  that  is  overlooked  is  the  fact  that  large  sums 

are  spent  in  securing  new  business  but  the  appropriation 
for  keeping  the  old  customers  is  so  small  that  it  becomes 
quite  negligible. 

10.  Complaints  that  are  obviously  justified  should  individually 

and  collectively  be  Called  to  the  attention  of  the  clerks 
who  were  responsible  for  them  for  they  provide  worth- 
while experiences  in  all  cases. 

11.  Usually  the  customer  has  a  grievance  and  this  very  attitude 

on  his  part  makes  it  imperative  that  the  correspondent 
use  the  utmost  care  in  handling  the  situation. 

12.  His  house  was  burned  so  he  had  taken  refuge  in  the  little 

house  at  the  bridge. 


*2.  Use  the  comma  to  set  off  yes,  no,  and  all  nouns  of  address. 

Yes,  the  best  values  in  town  are  at  Hunter's. 
You  will  agree,  Mr.  Brown,  that  we  have  been  very 
considerate. 


Exercise  231 

Punctuate  these  sentences  correctly,  giving  the  reason: 

1.  Yes  chops  were  almost  always  properly  broiled. 

2.  Boys  your  part  is  not  a  small  one. 

3.  No  you  are  heading  directly  into  the  German  fire. 

4.  We  can  well  understand  Mr.  Kicker  how  you  feel  about  the 

dyes  in  the  last  shipment  of  sweaters. 
6.  Another  thing  gentlemen  is  ecjually  important. 


394  CLEARNESS  AND  CORRECTNESS 

*3.  Use  the  comma  to  separate  words  or  phrases  in  a  series. 
If  the  conjunctions  are  all  expressed,  no  commas  are  needed, 
but  if  only  the  last  conjunction  is  used,  both  the  comma  and 
the  conjunction  are  needed  between  the  last  two  members  of 
the  series. 

He  traveled  along  gravel  roads,  through  lighted  cities, 
over  woody  mountains. 

To  be  punctual,  willing,  and  industrious  was  his  constant 
effort. 

In  one  day  he  lost  a  knife,  a  compass,  a  box  of  matches, 
and  a  purse  full  of  coins. 

In  firm  names  the  comma  usually  does  not  appear  before 
and  Company  as.  Browning,  King  &  Company. 


Exercise  232 

Punctuate  these  sentences  correctly,  giving  the  reason  for  all 
marks : 

1.  The  president  called  me  into  his  office  asked  me  fully  about 

my  plans  expressed  his  interest  in  my  future  and  then 
offered  to  place  me  in  charge  of  a  new  department. 

2.  The  firm  is  active  strong  growing  is  rapidly  advancing  its 

business  and  has  connections  with  the  leading  employers 
in  New  York. 

3.  Shall  I  give  up  my  early  laudable  and  long-cherished  jilan  of 

going  to  college? 

4.  The  question  was  sul)mitted  to  a  group  of  experienced  cold 

hard-headed  business  men. 

5.  You  can  write  a  letter  for  a  theater  a  park  a  summer  resort  a 

boat  trip  a  tour  by  land  that  will  do  the  work  every  time. 

6.  Tennis  bathing  fishing  side  excursions  to  nearby  points  fill 

up  the  days  and  the  ocean-cooled  nights  make  sleeping  a 
pleasure. 


CAPITAL  LETTERS  AND  PUNCTUATION        395 

7.  It  is  healthful  she  can  use  it  at  any  time  it  doesn't  spoil  it's 

.  for  the  emergency  it's  easily  digested. 

8.  Some  carry  on  adjustment  correspondence  in  such  a  precise 

legal  cold-blooded  manner  that  the  whole  smacks  of  court 
procedure. 

9.  The  adjustment  correspondent  should  be  acquainted  with 

business  methods  in  general  use  with  the  complete  manu- 
facturing process  the  general  systems  of  transportation 
and  the  use  to  which  the  products  are  placed. 
10.  Play  to  learn  self-control  generosity  in  victory  manliness  in 
defeat. 


4.  Use  commas  to  separate  words  or  phrases  in  apposition. 
Note  that  the  commas  are  needed  on  both  sides. 

Chicago,  the  largest  city  between  the  Alleghanies  and  the 
Rockies,  is  the  natural  center  of  the  Middle  West. 


Exercise  233 

Punctuate  these  sentences  properly,  giving  the  reason  for  every 
comma: 

1.  He  a  young  business  man  with  a  business  future  before  him 

was  advised  to  go  to  college. 

2.  That  dajf  the  day  when  his  four  years  of  studious  industry 

had  culminated  in  an  engineering  degree  he  received  an 
excellent  position  with  a  construction  company. 

3.  Now  pity  has  no  place  in  business  not  pity  as  we  look  at  it 

from  a  charitable  standpoint. 

4.  In  that  day  you  the  boys  of  this  day  are  to  be  the  responsible 

voting  citizens. 

5.  Refugees  most  of  them  women  were  hurrying  by  in  every 

direction  half-dressed  only  half-sane  and  horriblv  afraid. 


396  CLEARNESS  AND  CORRECTNESS 

*5.  Use  the  comma  to  set  off  participial  and  other  adjec- 
tival phrases  when  they  are  used  appositively.  Of  course, 
when  such  phrases  modify  the  noun  or  pronoun  closely,  they 
are  not  set  off.  Remember,  too,  the  caution  to  use  commas  on 
both  sides. 

The  barn,  standing  in  a  pasture  by  itself,  enabled  me  to 
escape  the  rain. 

The  (jvercoat,  .similar  in  style  to  that  of  a  German  officer, 
was  a  good  disguise. 


Exercise  234 

Punctuate  these  sentences  pr()j)erly,  giving  the  reason  for  every 
comma : 

1.  p]very  foreign  mainspring  is  an  individual  spring  of  uncertain 

temper  making  the  watch  a  liability. 

2.  We  spent  two  days  making  the  journey  calling  at  villages  on 

the  way  and  arriving  at  our  destination  late  in  t  he  afternoon. 

3.  He  sat  for  five  minutes  thereafter  blinking  at  the  interloper 

like  an  exasperated  white-haired  owl. 

4.  The  young  engineer  having  worked  another  four  years  was 

succeeding  far  beyond  anything  he  could  ha\-e  expected 
from  his  old  employer. 

5.  Poor  old  Twinkle  hearing  himself  eulogized  for  the  first  time 

in  his  life  sat  in  silence  winking  almost  tearfully  too 
amazed  to  be  pleased. 

6.  At  last  he  did  come  pushing  back  his  chair  and  walking 

slowly  up  the  room. 

7.  The  young  lady  was  looking  forward  with  all  interest  prob- 

ably wondering  what  the  heroine  would  do  at  the  critical 
moment. 

8.  Old  and  young  in  little  coveys  of  fours  fives  half-dozens 

dozens  ran  along  the  sidewalks  slipping  and  crashing  over 
the  broken  glass  making  a  terrifying  and  unearthly  racket 
as  they  ran. 


CAPITAL  LETTERS  AND  PUNCTUATION        397 

9.  Two  old  men  dragging  a  heavy  bundle  of  household  goods 
between  them  abandoned  it  in  the  street  and  fled 
screaming. 


*6.  Use  the  comma  after  a  long  adverbial  clause  that  begins 
the  sentence.  Certain  conjunctions  introduce  clauses  that 
are  always  set  off:  as,  since,  though,  and  although.  Clauses 
beginning  with  if  are  usually  set  off. 

If  you  were  arranging  furniture  in  a  room,  you  would  not 
put  a  piano  on  one  side  and  a  frail  chair  on  the  othei'. 

When  you  have  mastered  the  theory  of  balance,  you  will 
have  conquered  your  first  great  artistic  obstacle. 

Since  your  first  aim  is  to  attract  attention,  you  must 
avoid  generalities. 

As  very  few  can  resist  a  bargain,  you  can  make  a  very 
strong  head-line  by  appealing  to  the  bargain  spirit. 


Exercise  235 

Punctuate  these  sentences  properly,  giving  the  reason  for  every 
comma : 

1.  When  the  river  is  in  flood  great  trees  come  sweeping  down. 

2.  If  the  other  heard  he  gave  no  sign. 

3.  As  one  of  his  customers  said  he  could  take  the  gayest  dinner 

party  that  ever  was  and  with  a  single  glance  of  his  faded 
blue  eyes  reduce  it  to  a  pile  of  dirty  dishes  and  the  bill. 

4.  After  he  had  spoken  the  phrase  they  all  remembered  it  was 

his. 

5.  If  such  a  situation  actually  occurs  the  correspondents  can 

rest  assured  that  there  are  bigger  openings  waiting  for 
them. 

6.  However   unjust   the   complaint   may  be   the   adjustment 

correspondent  must  never  let  such  feelings  get  the  better 
of  him. 


398  CLEARNESS  AND  CORRECTNESS 

7.  Since  you  have  asked  him  to  solve  the  problem  it  is  good 

business  to  grant  his  demands  even  when  they  are  ex- 
cessive. 

8.  Although  I  had  letters  to  the  town  officials  it  was  too  early 

in  the  morning  to  present  them. 

9.  Since  he  sent  the  wroi^  wheel  I  wrote  him  in  this  way. 

10.  As  this  occurred   recaitly  we   have   not   yet   learned   the 

outcome. 

11.  If  in  doubt  regarding  the  correct  decision  after  all  facts  have 

been  reviewed  put  it  up  to  the  customer. 

12.  Though  he  had  been  a  prisoner  during  the  time  the  Ger- 

mans were  there  they  forgot  him  the  morning  the  French 
army  arrived. 


*7.  Use  commas  on  both  sides  of  parenthetical  or  explana- 
tory words  and  phrases.  Some  of  the  commonest  words  so 
used  are:  however,  tnoreover,  nevertheless,  indeed,  in  fact,  in 
the  first  place,  I  think,  he  said,  in  conclusion,  it  seems.  But 
you  should  always  make  sure  that  the  expression  is  paren- 
thetical or  explanatory. 

Take, /or  exam-pie,  the  slogan  "Eventually — Whj^  not 
now?" 

But,  verily,  truth  is  stronger  than  comparative  prices. 

There  are,  at  times,  good  reasons  why  articles  are  reduced 
and  sold  at  actual  cost 

Human  nature,  despite  all  discussion,  has  not  changed  as 
to  the  bargain  instinct. 


Exercise  236 

Punctuate  these  sentences  properly,  giving  the  reason  for  every 
comma: 

1.  Industry  the  giant  transformer  of  Earth's  raw  materials  into 
the  peaceful  needs  of  man  bends  to  his  fruitful  task  again. 


CAPITAL  LETTERS  AND  PUNCTUATION        399 

2.  \\'1k'u  after  the  liearty  exchange  of  greetings  on  board  the 

launch  we  went  on  shore  a  very  old  man  came  forward. 

3.  Maybe  we're  going  to  do  the  impossible  after  all  doctor. 

4.  It  was  not  of  course  advertised  as  that. 

5.  It  was  a  curious  place  to  look  at  too  in  a  wa}\ 

6.  Old  Isham  himself  though   would  huxe  been   curious   any- 

where in  the  world. 

7.  When  all  the  envelopes  have  been  opened  he  directed  the 

contents  of  each  should  be  opened  antl  examined. 

8.  Care  must  be  taken  of  course  to  see  that  everything  has  been 

removed  from  the  envelope. 

9.  An  inexperienced  mail  clerk  on  the  contrary  may  lose  en- 

closures for  he  may  neglect  to  hold  each  envelope  between 
him  and  the  light. 

10.  Moreover  in  glancing  through  the  opened  letter  you  should 

look  for  the  signature. 

11.  Occasionally  a  letter  contrary  to  the  usual  practice  is  written 

on  plain  paper  and  concluded  without  a  signature. 

12.  Even  if  the  writer's  name  does  not  appear  on  the  envelope 

you  should  in  such  cases  attach  the  envelope  to  the  letter 
since  the  post-office  stamp  may  identify  the  writer. 

13.  The  department  receiving  the  letter  you  see  may  be  able  to 

discover  the  writer  from  the  post-office  address  and  the 
subject  of  the  letter. 

14.  An  appeal  regardless  of  what  it  is  in  a  letter  or  advertisement 

makes  either  a  favorable  or  an  unfavorable  impression. 


CHAPTER  XXXIV 

MORE  DIFFICULT  PUNCTUATION' 

229,  Semicolon. — Use  a  semicolon  to  separate  the  in- 
dependent clauses  of  a  compound  sentence,  when  they  are 
not  joined  by  a  conjunction,  or  when  they  are  exceptionally 
long. 

Your  account  is  long  overdue;  please  remit  by  return 
mail. 

Where  previous  correspondence  has  in  any  way  estab- 
lished an  acquaintanceship,  a  salesman  may  perhaps  offer 
to  shake  hands;  but  a  safer  rule  to  follow  is  to  wait  until  a 
prospect  offers  his  own  hand  before  the  salesman  offers  his. 


Exercise  237 

Punctuate  these  sentences  correctly,  giving  the  reason  for  every 
comma  and  semicolon: 

1.  Most  letters  containing  enclosures  begin  with  an  expression 

like  "We  are  enclosing"  some  list  the  enclosures  at  the 
bottom  of  the  letter. 

2.  '"We  beg  to  remain  "  is  not  the  way  to  close  a  letter  close  it 

with  some  fact  that  will  stick  in  the  reader's  mind. 

3.  Collectively    complaints   indicate   quite   graphically   which 

parts  of  the  organization  are  at  fault  and  if  the  cost  of  the 
adjustment  is  also  given  the  shortcomings  are  still  further 
emphasized. 


'  The  matters  in  this  chapter  should  all  be  deferred  to  the  second 
year.  Indeed,  they  should  be  taken  up  only  after  the  rules  in  Chapter 
XXXIII  have  become  matters  of  habit  with  the  pupil. 

400 


MORE  DIFFICULT  PUNCTUATION  401 

4.  A  great  many  complaint  letters  are  harsh  sharp  and  (juite  of- 

fensive and  it  is  a  natural  tendency  of  red-blooded  Ameri- 
cans to  reply  to  the  customer  in  a  like  manner  especially  if 
the  correspondent  feels  that  the  complaint  is  unwarranted. 

5.  In  one  way  or  another  you  are  contributing  your  helpful  mite 

but  you  chafe  because  there  is  so  little  for  you  to  do  the 
boy's  share  is  so  small  so  insignificant. 


230.  Distinction  Between  Restrictive  and  Non-Restric- 
tive.— The  chief  problem  in  punctuation  occuis  in  those 
sentences  where  you  have  to  decide  whether  a  clause  modifies 
closely  or  adds  some  explanatory  idea.  However,  follow  this 
rule  invariably : 

1.  Use  commas  to  set  of^  clauses  introduced  by  though, 
although;  so,  so  that,,  and  so;  and  for,  as,  and  since  that  show  a 
reason. 

He  was  weary  at  eight  o'clock,  although  his  fellow-clerks 
were  working  as  rapidly  as  ever. 

He  folded  the  letter  according  to  directions,  so  that  it 
ought  to  have  fitted  the  envelope. 

Great  care  should  be  taken  with  postage  stamps,  for  they 
are  money. 

He  said  nothing  and,  as  he  did  not  stop  to  try  to  under- 
stand, I  too  fell  silent. 

I  almost  dropped  the  bowl  of  milk  as  that  idea  stung  me. 
{As  here  indicates  time  and  introduces  a  restrictive  clause.) 

I  sat  before  the  fire  warming  myself,  since  I  was  shivering 
too  violently  to  stand. 

I  had  not  seen  an  American  since  I  started  out.  {Since 
here  indicates  time  and  introduces  a  restrictive  clause.) 

2.  Use  commas  to  set  off  ivhen  and  ichere  clauses  when  the 
conjunctions  mean  atid  then,  and  there. 

I  know  a  bank  where  the  wild  thyme  grows.    (The  where 
clause  here  means  on  which  and  modifies  hank  very  closely.) 
26 


402  CLEARNESS  AND  CORRECTNESS 

I  was  then  sent  out  to  Zurich,  where  I  asain  found  mj^ 
credit  unhniited. 

He  rose  when  his  name  was  called.  (The  when  clause 
means  at  the  time  at  which  or  as  soon  as,  and  modifies  rose 
very  closely.) 

He  was  walking  slowly  along  the  broad  highway,  when 
suddenly  screams  and  shots  in  the  woods  at  his  left  brought 
him  to  a  halt. 

3.  Use  commas  to  set  off  who  and  which  clauses  when  the 
relative  pronouns  do  not  mean  that  particular  person  or  that 
particular  thing. 

He  doesn't  like  to  part  with  flowers  ivhich  he  has  picked 
or  ivhich  have  been  given  him.  (Here  both  ivhich's  mean 
those  particular  flowers.) 

We  leave  this  evening  for  the  Chateau  of  Alcsuth,  which 
is  not  far  from  Budapest.  (Here  ?/'^^V/?  means  and  it,  so 
that  the  clause  is  not  restrictive.) 

The  Tsar,  who  arrived  this  morning,  aliglited  at  Coburg 
Palace.  (Here  who  means  and  he,  so  that  the  clause  is  not 
restrictive.) 

I  gazed  in  admiration  upon  the  beautiful  heads  of  the  old 
Hungarian  servants  who  took  us  to  our  rooms.  (Here  who 
means  those  'particular  servants,  so  that  the  clause  is  re- 
strictive.) 

4..  Set  off  with  commas  because  clauses  when  they  do  not 
mean  for  the  particular  reason  that. 

He  scolded  the  colonel  because  we  waited  lunch  for  him. 
(Here  because  means /o/'  the  particidar  reason  that  we  icaited 
lunch  for  him.  It  is  conseciuently  restrictive  and  is  not  set 
off  by  commas.) 

The  hour  I  spent  with  him  was  instructive  from  every 
point  of  view,  because  I  had  no  trouble  in  starting  him  on 
the  subject  of  the  Tsar.  (Here  because  does  not  mean /or 
the  particidar  reason  that,  and  the  clause  is  consequently  set 
off.) 


MORE  DIFFICULT  PUNCTUATION  403 

Exercise  238 

Punctuate  these  .sentences  properly.  Stud}'  very  carefully  whether 
the  clause  is  restrictive  or  non-restrictive,  and  determine  which  of 
the  four  rules  applies  to  each  case. 

1.  All  money  enclosures  which  may  consist  of  stamps  currency 

money-orders  checks  or  fhafts  are  usually  turned  over  to 
the  cashier. 

2.  A  letter  which  requires  the  attention  of  some  other  depart- 

ment than  the  cashier's  should  be  sent  to  the  other  depart- 
ment but  the  monej^  should  be  sent  to  the  cashier. 

3.  As  mistakes  in  the  amounts  enclosed  are  frequent  the  mail 

clerk  should  note  on  the  face  of  the  letter  whether  the 

amounts  agree. 
4-  These  big  baskets  laden  with  so  many  good  things  often  dim 

our  eyes  with  tears  when  we  see  what  comfort  and  pleasure 

can  be  bought  with  little  money. 
6.  We  know  from  actual  fact  that  that  letter  jiroduced  many 

times  the  returns  the  former  letter  did  simply  because 

it  was  the  correct  appeal  to  the  sympathetic  nature  of 

people. 

6.  Today  however  we  have  a  number  of  live-wire  concerns  the 

managements  of  which  have  a  clear  i)erception  of  the 
business-building  possibilities  that  are  present  in  the  ad- 
justment of  complaints. 

7.  The  adjustment   department    comes    to    realize   the  A'iew- 

point  of  the  customer  who  may  have  just  cause  for 
complaint. 

8.  There  are   upwards   of  seventy-five   sources   of   complaint 

many  of  which  have  subordinate  classifications. 

9.  With  methodical  regularity  the  German  steel  was  pumped 

into  the  doomed  city  except  for  brief  pauses  once  every 
liour  when  the  artillery  corps  stopped  to  cool  the  guns. 

10.  The  watch  presents  the  same  elements  of  mystery  that  once 

surrounded  the  automobile. 

11.  He  has  always  been  a  great  favorite  with  his  stepmother  who 

has  trained  him  so  well  that  few  boys  could  surpass  him  in 
gentle  manners. 


404  CLEARNESS  AND  CORRECTNESS 

12.  She  maintained  rigid  discipline  which  is  characteristic  of  the 

Kay  an  household. 

13.  The  unfeigned  joy  with  which  these  people  welcomed  the 

return  of  their  white  ruler  whom  they  had  learned  to  rec- 
ognize as  their  friend  was  a  tribute  of  which  any  man 
could  be  proud. 

14.  He  liked  as  he  said  to  talk  about  the  moon. 

15.  Indeed  they  were  inevitable  because  there  people  talked 

about  what  they  had  thought  about. 

16.  He  was  the  least  listened-to  man  because  he  rarely  spoke. 

17.  It  had  seemed  when  the  quiet  little  man  first  spoke  as  if  it 

was  a  question  easily  brushed  aside. 

18.  Though  it  takes  some  extra  time  the  mail  clerk  should  make 

a  list  of  mail  which  is  promised  "under  separate  cover" 
because  he  may  otherwise  forget  for  which  department  it  is 
intended. 

19.  He  should  check  these  lists  daily  for  he  can  then  notify  the 

different  departments  to  write  for  duplicates  lost  in  the 
mail. 

20.  Although  a  business  letter  is  usually  addressed  to  the  house 

and  not  to  individual  members  of  the  staff  the  name  of  the 
department  or  the  person  for  whom  it  is  intended  should 
be  displayed  near  the  salutation. 

21.  This  letter  was  so  unbusinesslike  as  to  require  the  attention 

of  several  persons  so  the  mail  clerk  wrote  in  the  upper  left- 
hand  corner  the  names  of  all  of  them. 

22.  Each  person  in  turn  attended  to  his  part  of  the  letter  and 

then  checked  his  name  so  that  no  item  in  the  letter  might 
be  overlooked. 

23.  This  delaying  action  at  the  bridge  was  very  important  since 

a  hundred  and  fifty  thousand  Germans  might  otherwise 
have  been  able  to  fall  on  the  French  right  flank  during  a 
critical  battle  of  the  war. 

24.  I  imagined  a  tall   commanding   woman   would    enter  the 

little  sitting-room  where  I  had  been  waiting  that  sunny 
morning. 
26.  After  a  time  he  stopped  in  the  center  of  the  bridge  where  he 
could  see  the  tugs  puffing  up  and  down  in  the  bay. 


MORE  DIFFICULT  PUNCTUATION  405 

231.  Colon. — 1.  Use  the  colon  to  introduce  an  enumera- 
tion or  illustration. 

He  decided  to  employ  the  following  advertising  media: 
circulars,  circular  letters,  announcement  cards,  and  bill- 
boards. 

I  have  discovered  a  new  quality  in  Ferdinand :  he  is  the 
best  of  teachers  for  his  sons. 

2.  Use  the  colon  to  introduce  a  long  quotation. 

On  December  30  we  wrote  you  as  follows: 

"There  is  a  balance  of  $27.81  shown  by  our  ledgers  as 

past  due  on  your  invoice  of  August  25.    Please  take  care  f)f 

the  matter  at  once." 

We  have  so  far  received  no  acknowledgment. 


Exercise  239 

Punctuate  correctly.    Give  the  reason  for  every  mark  you  insert. 

1.  When  revising  the  sentence  this  point  was  brought  up  no 

one  likes  to  feel  that  he  has  no  part  in  the  advertising  tliat 
he  receives. 

2.  The  following  is  based  on  correct  principles  as  I  interpret 

them  everything  that  will  make  your  home  more  beautiful 
is  described  in  the  furniture  rug  and  drapery  catalogue 
sent  today  at  your  request. 

3.  Here  are  a  few  typical  faults  the  tendency  to  regard  the  small 

dealer  as  of  little  importance  wordiness  the  idea  that  per- 
sonality means  cheap  wit  the  use  of  stereotyped  phrases. 

4.  The  five  motives  that  impel  people  to  purchase  are  gain  of 

money  gain  of  utility  satisfaction  of  pride  satisfaction  of 
caution  yielding  to  weakness. 

5.  My  answer  would  be  this  the  colleges  in  order  to  help  busi- 

ness secure  men  who  can  think  well  and  who  can  put  their 
thoughts  into  writing  should  first  make  sure  that  their 
students  do  think  accuratelv. 


406  CLEARNESS  AND  CORRECTNESS 

232.  Dash. — 1.  Use  the  dash  to  denote  a  sudden  change 
or  break  in  the  thought. 

Look  over  the  details,  note  their  correctness  of  architec- 
ture— definite  outlines,  true  to  design  throughout  the 
section. 

Such  use  should  "be  very  sparing,  to  avoid  a  slovenly  ap- 
pearance.   Prefer  periods  and  commas. 

2.  Use  the  dash  before  repetition  or  modification,  as  an 
indication  of  summary. 

The  illustrations,  the  borders,  the  press-work — all  are  of 
the  highest  style  of  printing. 

Fifteen  minutes  of  reading  will  give  you  an  intelligent 
view  of  the  whole  paint  problem — what  paint  is,  how  it 
acts,  how  to  use  it. 

3.  Use  dashes  as  a  substitute  for  marks  of  parenthesis. 

A  few  subscribers — only  a  small  number- -have  delayed 
sending  in  their  voting  blanks. 


Exercise  240 

Punctuate  correctly.    Determine  which  rule  for  the  dash  applies 
and  what  reason  governs  the  use  of  the  other  marks  of  punctuation. 

1.  It  is  to  make  the  works  of  a  watch  an  open  secret  that  these 

advertisements  are  designed  to  instruct  and  protect  you 
in  buying  a.  watch. 

2.  The  Punans  live  in  the  simplest  form  of  liouses  mere  leaf 

shelters  moving  from  place  to  place  as  they  exhaust  their 
supply  of  food. 

3.  To  think  of  it  a  vast  self-sufficient  brutal  empire  laid  down 

across  the  path  of  the  world ! 

4.  He  would  move  in  the  evening  ponderously  for  he  must  have 

weighed  two  hundred  pounds  among  the  tables  listening 
imperturbably  to  praise  and  blame. 


MORE  DIFFICULT  PUNCTUATION  407 

The  volume  of  mail  was  large  to  the  now  mail  elerk  a  groat 
deal  too  large. 

Their  opposites  selfishness  indifTerence  discontent  unreadi- 
ness to  give  up  one's  own  ease  and  comfort  in  the  interest 
of  the  general  health  and  prosperity  may  also  develop. 

To  master  science  you  must  conquer  mathematics  arithmetic 
algebra  geometr3^ 

It  was  almost  amusing  to  think  of  the  calm  young  Prussian 
lieutenants  of  artillery  the  same  sort  as  those  I  had  seen  in 
Berlin  two  days  before  now  five  miles  or  more  away  from 
us  quietly  and  unemotionally  directing  that  cyclone  of 
shells. 


233.  Marks  of  Parenthesis. — Use  marks  of  parenthesis 
to  inclose  explanatory  or  strongly  subordinated  elements  in  a 
sentence. 

Our  heater  utilizes  the  enormous  chimney  and  ash  pit 
waste  of  top-feed  heaters  (25  to  40%). 

Never  use  marks  of  parenthesis  to  enclose  words  you  wish 
to  omit.  Erase  them  neatly,  or  run  a  straight  line  through 
them. 

234.  Quotation  Marks. — 1.  Use  double  quotation  marks 
("  ")  to  enclose  a  direct  quotation — that  is,  the  exact  words 
of  the  speaker.  Note  the  different  arrangements  of  quota- 
tions and  explanatory  matter  in  these  examples. 

"  Don't  think  us  hopeless  optimists,  but  really  we  cannot 
print  more  stories  with  an  unhappy  ending,"  she  wrote. 

" I  am  sorry,"  she  said,  "but  it  is  not  a  business  proposi- 
tion." 

A  moment  later  she  returned,  saying,  "I  am  very  sorry, 
but,  as  I  expected,  our  business  manager  doesn't  find  it 
possible." 


408  CLEARNESS  AND  CORRECTNESS 

One  of  the  memorable  points  in  the  story  is  this:  "She 
shook  hands  with  me  and  said,  in  the  old  sympathetic 
manner,  '  I  cannot  change  the  customs  of  our  house,  but  I 
am  very  sorry  for  you.' " 

You  will  note  in  the  last  sentence  that  a  quotation  within  a 
quotation  is  enclosed  in  single  quotation  marks. 

When  the  quotation  is  two  or  more  paragraphs  in  length, 
quotation  marks  should  be  placed  at  the  beginning  of  each 
paragraph,  but  at  the  close  of  only  the  last  one.  As  an  ex- 
ample, study  the  paragraphs  on  page  26. 

2.  You  may  use  quotation  marks  to  enclose  the  title  of  a 
book,  poem,  magazine,  or  article.  Many  printers,  however, 
like  to  set  up  titles  in  italics.  If  you  prefer  that  style,  draw  a 
single  line  under  titles.  Choose  which  you  prefer,  and  follow 
it  consistently. 

He  was  reading  a  book  entitled,  "The  Principles  of 
Advertising." 


Exercise  241 

Punctuate  properly.    Be  sure  to  place  the  quotation  marks  on 
both  sides  wherever  they  are  needed. 

1.  Well  well  Mr.  Norvel  he  interrupted  that  is  fairly  conceded 

I  think. 

2.  Think  of  it  yourselves  he  demanded.    Put  it  into  your  own 

words. 

3.  Did  you  say  sir  he  asked  that  he  went  back  three  times. 

4.  I  remember  Hugh  Chalmers'  saying  Never  put  into  a  letter 

anything  which  has  not  a  cash  value. 
6.  Everybody  all  right  I  called  strapping  on  my  belt  of  gold 

pieces  and  flinging  on  my  clothes. 
6.  Hello  Jimmie  he  yelled  how  are  you  come  right  in  glad  to  see 

you. 


MORE  DIFFICULT  PUNCTUATION  409 

235.  The  Apostrophe. — 1.  Use  the  apostrophe  to  denote 
the  possessive  case  of  nouns. 

He  always  looked  out  for  his  employer's  interests. 
Ketcham  and  Cheatham's  offices  are  famous.. 

2.  The  apostrophe  should  be  used  to  represent  omitted 
letters. 

They  don't  say  it  isn't  time,  for  it's  clear  it  is. 

3.  Form  the  plurals  of  letters,  figures,  and  other  signs  with 
the  apostrophe. 

Dot  your  i's  and  cross  your  t's. 

We  have  in  stock  all  sizes  from  32's  to  44's. 

236.  The  Hyphen. — 1.  Use  the  hyphen  to  join  the  parts  of 
a  compound  word. 

Nothing  in  this  window  is  over  twenty-five  cents. 
The  blue-eyed  girl  and  the  black-haired  boy  each  wore  a 
three-cornered  hat. 

In  general,  however,  you  should  make  your  words  solid. 
With  the  exception  of  the  rule  for  numbers  and  compound 
adjectives,  the  only  safe  guide  is  the  dictionary. 

2.  Use  the  hyphen  at  the  end  of  a  line  to  indicate  that  the 
remainder  of  a  word  will  be  found  at  the  beginning  of  the 
next  line.  See  line  9,  page  408.  Your  only  guide  is  that  you 
should  be  able  to  pronounce  each  part  separately. 


Exercise  242 — Review 

Punctuate  each  sentence  correctly,  making  quite  sure  of  the  reason 
for  each  mark  inserted. 


410      CLEARNESS  AND  CORRECTNESS 

1.  Barter  the  direct  exchange  of  goods  for  goods  said  the  gray- 

haired  professor  has  alwa,ys  been  practiced  among  all 
peoples  and  is  still  in  vogue  to  a  limited  extent  everjnvhere 
as  in  the  trading  at  country  stores  exchanging  eggs  and 
other  produce  for  groceries  and  other  goods. 

2.  In  other  words  make  every  word  of  your  letter  pay  a  profit 

and  if  what  I  have  to  say  is  properly  applied  it  will  make 
the  words  and  sentences  and  paragraphs  and  demonstra- 
tion parts  of  your  letters  pay  a  profit. 

3.  If  you  could  see  the  joy  that  comes  into  every  home  when 

we  deliver  our  Thanksgiving  basket  dinners  those  which 
generous  men  like  yourselves  have  made  possible  you 
would  go  the  limit  in  giving  this  year. 

4.  At  noon  salads  sandwiches  and  cold  meats  are  made  appetiz- 

ing and  refreshing  by  a  liberal  use  of  this  preparation  and 
when  it  replaces  hot  unhealthful  condiments  at  dinner  not 
only  are  meats  and  vegetables  more  delicious  but  they 
are  more  easily  digested. 
6.  Where  autocracy  and  bureaucracy  all  forms  of  selfishness  in 
government  have  been  overthrown  new  forms  of  free  gov- 
ernment of  the  people  by  the  people  for  the  people  must 
be  established. 

6.  The  gold  coins  of  the  United  States  are  the  gold  dollar  not 

coined  since  1890  the  2J^  dollar  piece  or  quarter  eagle  the 
three  dollar  piece  not  coined  since  1890  the  five  dollar 
piece  or  half  eagle  the  ten  dollar  piece  or  eagle  and  the 
twenty-dollar  piece  or  double  eagle. 

7.  A  former  resident  once  told  Tama  Bulan  a  very  intelligent 

chief  that  the  earth  turns  but  Tama  Bulan  protested  that 
it  could  hardly  be  so  for  one  could  see  that  it  is  the  sun 
which  moves  and  the  matter  was  not  referred  to  again  for 
several  years  when  Tama  Bulan  one  day  remarked  that 
he  had  decided  to  accept  the  statement  for  every  white 
man  he  had  asked  said  the  same  thing. 

8.  When  we  returned  from  our  visit  to  Long  Pelei  the  resident 

induced  a  seventeen-year-old  Kayan  boy  Kebing  who  had 
not  been  well  to  come  down  the  river  in  the  hope  that 
medicine  and  a  change  would  benefit  him. 


MORE  DIFFICULT  PUNCTUATION  411 

9.  He  might  have  been  asleep  or  dead  he  remained  so  quiet  yet 
he  was  neither  asleep  nor  dead  for  his  eyes  large  wasted 
and  luminous  gazed  out  unwinking  from  the  little  darkness 
of  his  shelter  into  the  vaster  darkness  of  the  night  where  a 
star  burned  in  slow  mutations  now  sailing  high  now  sailing 
low  over  the  rail  of  the  ship. 

10.  The  rate  of  exchange  between  countries  varies  according  to 

commercial  and  monetary  conditions  but  the  intrinsic  par 
of  gold-standard  countries  remains  at  fixed  rates  that  is 
the  United  States  gold  dollar  contains  23.22  troy  grains 
and  the  English  pound  sterling  113.0016  troy  grains  or 
4.8665  times  the  value  of  the  dollar. 

11.  As  the   men   pass   this  general  without  a  sword  with  no 

medals  no  gold  braid  no  overcoat  and  in  old  red  trousers 
the  rain  pelting  on  him  the  look  on  their  faces  is  one  of 
adoration. 

12.  The  President  of  the  Republic  went  to  the  little  ruined  city 

accompanied  by  the  Presidents  of  the  Senate  and  the 
Chamber  of  Deputies  and  a  great  military  entourage  just 
to  hang  the  jeweled  Cross  of  the  Legion  of  Honor  about 
her  neck  although  she  was  a  little  round  apple-dumpling 
sort  of  woman  in  man's  costume. 


Exercise  243 

Divide  into  sentences  and  punctuate  correctly: 

1.  Perhaps  you  have  not  realized  that  several  items  on  the  state- 
ment enclosed  have  gone  considerably  past  30  days  they  total 
$183.29  as  we  have  shown  oversights  like  this  creep  in  on  all  of  us 
but  now  that  your  attention  has  been  called  to  the  matter  you  will 
no  doubt  let  us  have  your  check  for  this  amount  at  once  and  we  trust 
you  will  keep  us  in  mind  with  further  orders  too  how  are  you  fixed 
for  soups  if  the  government  should  mobilize  the  tin-can  industry  as 
is  not  unlikely  canned  soups  will  be  at  a  premium  in  sending  your 
check  you  would  do  well  to  put  in  a  reservation  for  as  many  cases 
of  soup  as  you  can  use  in  the  next  few  months. 


412  CLEARNESS  AND  CORRECTNESS 

2.  dear  sir  the  time  for  final  action  on  your  account  has  come  we 
have  used  every  honorable  means  to  induce  you  to  protect  yourself 
we  have  appealed  to  your  honor  we  have  tried  to  arouse  your  self- 
respect  apparently  you  are  careless  of  both  we  are  through  we  shall 
not  ask  you  again  for  payment  we  shall  now  refer  the  matter  to  the 
proper  authorities  and  you  can  explain  to  them  which  in  view  of 
certain  circumstances  we  think  you  will  suddenly  find  yourself  very 
anxious  to  do. 


APPENDIX  A 
GLOSSARY 

Ability  means  the  power  of  accomplishing  something.  Capacity 
means  tlie  power  to  receive  training  or  instruction.  You  have  the 
ability  to  use  most  of  the  information  that  you  have  the  capacity 
to  receive. 

Accept  means  to  take  something  when  offered.  Except  means  to 
exchide  or  leave  out.  The  law  excepts  aliens  from  taxes.  The 
lawyer  accepted  the  fee.  In  business  letters  except  is  nearly  always  a 
preposition;  as,  "Everybody  except  the  cashier  thought  him  an  able 
man." 

Access  means  admittance.  Accession  means  coming  into  posses- 
sion of  an  office  or  position.  "He  gained  access  to  the  room  through 
a  window."  "On  accession  to  the  presidency,  he  abolished  prece- 
dents." 

Accredit  means  to  give  credentials.  Credit  means  to  believe.  "  He 
credited  the  man's  statements  because  he  came  properly  accredited." 

Admit  should  be  distinguished  from  confess.  "She  admitted  that 
she  arrived  late."    "She  confessed  that  she  had  taken  the  money." 

Advise  means  to  give  advice.  It  is  much  overworked  in  letters, 
where  it  should  be  confined  to  the  actual  giving  of  counsel.  One 
large  firm  advises:  "Avoid  this  word  as  you  would  a  plague.  It  is 
the  most  abused  of  all  business  English  words."  Claim  means  to 
demand  as  a  right.  It,  too,  is  overworked.  Use  assert,  allege,  main- 
tain. Avoid  following  it  with  a  noun  clause.  State  means  to  set 
forth  in  detail.  It  likewise  is  overworked.  For  all  three  of  these  it 
is  frequently  better  to  use  inform  tjou,  tell  you,  or  say. 

Affect  means  to  influence,  while  effect  means  to  accomplish.  "  He 
had  to  employ  a  lawyer  to  effect  his  release."  "His  pleas  affected 
the  judge  visibly."  Affect  is  never  a  noun  in  business  letters.  Effect, 
as  a  noun,  means  a  result.  "The  collection  letter  had  the  effect  of 
making  the  customer  angry." 

413 


414  APPENDIX 

Agree  among  themselves,  but  to  a  proposal  or  decision,  or  with  a 
speaker. 

Allow.     See  "Permit." 

All  right  is  always  two  words. 

Allude  implies  an  indirect  reference,  while  refer  means  a  direct 
mention.  "He  alluded  to  a  notorious  bankruptcy,  when  he  referred 
to  a  celebrated  attorney." 

Allusion,  meaning  an  indirect  reference,  must  not  be  confused 
with  illusion,  a  deceptive  appearance.  "He  was  under  an  illusion 
that  rain  was  falling  outside."  "  He  never  understood  literary  allu- 
sions." 

Almost,  the  adverb,  must  not  be  confused  with  most,  an  adjective 
or  noun.  Do  not  say,  "It  is  7uost  time  for  dinner,"  but  "almost 
time." 

Alternative  properly  means  a  cJwice  between  two  things.  It  is 
better,  then,  not  to  say  "a  third  alternative." 

Amount  means  the  total  of  number  or  quantity.  Number  is  used 
of  things  that  are  counted.  Quantity  is  used  of  things  that  are 
measured.  "The  total  amourd  of  the  booty  consisted  of  a  large 
number  of  precious  stones  and  an  enormous  quantity  of  silk." 

Anywhere  should  be  used  instead  of  any  place. 

Apt  indicates  a  natural  or  habitual  tendency.  Liable  means  un- 
favorable probability.  Likely  may  mean  either  favorable  or  un- 
favorable probability.  "Because  he  was  apt  at  figures,  his  father 
thought  he  was  likely  to  become  a  banker,  but  his  mother  feared  he 
was  liable  to  leave  school  before  he  earned  his  diploma." 

As  must  not  be  used  for  that.  "  I  don't  know  as  it's  true,"  should 
be  "//?ant'strue." 

As  per  is  frequently  employed  in  business  letters  where  according 
to  would  suit  much  better.  "The  enclosed  folder  is  sent  according  to 
your  instructions." 

At  all  times  or  at  this  time  is  sometimes  inserted  in  business  letters 
when  it  has  no  meaning:  "We  are  enclosing  at  this  time  a  picture  of 
the  bungalow."    Simply  omit  such  useless  expressions. 

At  hand  or  to  hand  is  no  longer  in  good  standing  in  business  letters. 
Say,  "We  have  received  your  letter  of  August  2." 

Attached  hereto.  Hereto  is  meaningless.  You  cannot  attach  a 
paper  under  separate  cover. 


GLOSSARY  415 

At  the  present  time.     Say  at  present,  and  halve  the  space. 

Avocation  is  not  the  same  as  vocation.  Your  vocation  i.s  your  calling 
or  regular  occupation.  Your  avocation  is  properly  only  an  occa- 
sional occupation. 

Badly  is  frequently  misused  for  /'//,  in  the  expression  ''I  feel  badly." 
Since  badlij  is  an  adverb,  the  word  should  be  bad  or  ill.  On  the  other 
hand,  "  She's  acting  bad  today  "  recpires  an  adverb  and  should  read, 
"She's  acting  badly.''    Watch  your  grammar. 

Balance  means,  in  bookkeeping,  the  difference  between  the  sums 
total  of  two  sides  of  an  account.  It  should  not  be  used  for  rest  or 
remainder,  meaning  what  is  left.  Do  not  say,  "The  balance  of  his 
time, "  but  the  rest  or  the  remainder. 

Beg  should  properly  be  followed  by  leave.  But  in  business  letters 
it  is  a  relic  of  earlier  formal  courtesy,  and  should  be  omitted  entirely. 
Do  not  say,  "We  beg  to  acknowledge,"  but  "We  acknowledge  with 
pleasure." 

Being  that  is  an  inexcusable  expression  for  reason  or  cause.  Use 
since  or  because. 

Beside  means  by  'the  side  of,  while  besides  means  in  addition. 
"Besides  his  other  duties,  he  had  to  spend  the  noon  hour  beside  the 
door  of  the  vault." 

Bring  always  implies  motion  toward  the  speaker.  Fetch  means  to 
go  after  a  thing  and  bring  it  back.  Take  suggests  motion  away  from 
the  speaker.  Carry  means  to  bear  without  any  reference  to  the 
speaker.  You  cannot  say,  then,  when  you  are  on  the  second  floor, 
"I'll  bring  it  down  stairs  for  you."    Say  either  carry  or  take. 

Can  signifies  ability:  may  signifies  permission.  "  I  can  do  the  work 
today."  "May  I  assist  you?"  or  "He  may  come  into  the  office 
now." 

Claim,  a  request  or  demand  for  what  is  due  one,  is  a  much  better 
word  for  business  letters  than  complaint,  which  implies  that  the 
customer  is  disagreeably  finding  fault.     See  also  ''Advise." 

Compare  to  means  liken  to.  Compare  ivith  means  to  point  out 
similarities  and  differences  or  to  measure  one  thing  by  another. 
Contrast  means  to  point  out  only  differences  between  two  things. 

Complaint.     See  "  Claim." 

Complement,  meaning  that  which  completes,  must  not  be  confused 
with  compliment,  meaning  praise. 


416  APPENDIX 

Confer  with  means  to  talk  with  a  person  on  a  subject.  Confer 
upon  means  to  bestow  an  honor  upon  a  person.  "The  president 
conferred  with  the  faculty  with  regard  to  conferring  an  A.M.  on  the 
novelist." 

Contents  carefully  noted  is  a  useless  phrase  that  frequently'  creeps 
into  business  letters.    Omit  it  entirely. 

Co-operate  means  to  work  together.  Consequently  together  should 
never  be  used  with  it. 

Council  signifies  a  group  of  persons  who  advise  some  president 
or  chairman.  Counsel  is  either  the  legal  adviser  or  the  advice 
itself. 

Credible  means  believable,  whereas  creditable  means  worthy  of 
credit  or  praise.  "It  is  entirely  credible  that  the  young  man  should 
at  length  make  a  creditable  showing." 

Custom  usually  applies  to  a  group  of  persons.  Habit  applies  to  an 
individual  and  means  the  unconscious  tendency  to  repeat  an  action. 
"He  did  not  fall  in  w'ith  the  customs  of  the  country  because  his 
habits  and  beliefs  were  already  formed." 

Data,  being  plural,  needs  a  plural  verb.  '"The  data  w^ere  very 
carefully  collected." 

Definitive  means  conclusive,  final.  It  should  not  be  confused  with 
definite,  meaning  certain,  precise.  "Before  presenting  a  definitive 
report,  may  I  request  definite  information  on  three  points?" 

Depreciate,  meaning  to  lower  the  value  of,  is  sometimes  confused 
with  deprecate,  which  means  to  express  disapproval  of.  "He  depre- 
cated the  announcement  that  the  goods  had  depreciated  during  the 
summer." 

Differ  from  expresses  unlikeness;  differ  with,  expresses  divergence 
of  opinion.  "I  beg  leave  to  differ  with  you;  this  cloth  does  differ 
from  the  sample." 

Different  from  should  always  be  preferred  to  the  inexcusable  form 
different  than.     "Our  goods  are  different  fioni  others." 

Disagree  should  be  followed  by  with  instead  of  from.  "He  dis- 
agreed with  his  partner  concerning  the  store  policy." 

Discovery  is  the  finding  of  something  already  in  existence.  In- 
vention is  creating  something  for  the  first  time.  "Franklin  discovered 
the  identity  of  lightning  and  electricity  and  invented  the  lightning- 
rod." 


GLOSSARY  417 

Distinct  means  separate  or  well  defined;  but  distiitdipc  means 
that  which  distinguishes  an  object  from  others.  "The  (lisHnctive 
feature  of  this  outing  was  a  shore  dinner." 

Due  must  not  be  confused  with  because  of.  It  must  always  refer 
to  a  noun.  "His  lateness  was  due  to  laziness."  ''Because  of  his 
lateness,  he  was  required  to  remain  after  hours."  Due  us,  referring 
to  a  pronoun,  is  not  j>;ood  English.  Do  not  sa.y,  "You  are  due  us 
$2, "  but  "A  balance  of  $2  is  due  us." 

Effect.     See  "  AffecC 

Enclose  is  often  spelled  inclose  with  no  change  of  meaning.  "E'n- 
closed  please  find"  should  be  ''Enclosed  is."  Please  is  unnecessary. 
See  page  149. 

Enormity,  referring  to  moral  quality,  means  great  wickedness. 
Enormousness  means  great  size.  "The  enormity  of  his  crime  was 
equaled  only  by  the  enormousness  of  her  demands." 

Enthuse  is  not  yet  in  good  use.  Say,  "  He  was  enthusiastic  about 
the  new  clerk." 

Esteemed  in  such  expressions  as  "  your  esteemed  favor  "  is  no  longer 
in  good  use. 

Etc.  means  "and  so  forth."  To  use  it  means  that  you  have  not 
thought  out  your  letter. 

Everywhere  is  much  preferable  to  every  place. 

Except,  when  used  as  a  preposition,  must  have  an  object.  With- 
out is  always  a  preposition  and  must  always  have  an  object.  Unless 
is  always  a  conjunction  and  must  introduce  a  clause.  "I  cannot  go 
except  or  without  you  go, "  is  consequently  wrong.  Saj'  "unless  you 
go."     See  also  ''Accept.'' 

Exceptional  signifies  out  of  the  ordinary.  Exceptionable  signifies 
imperfect  or  objectionable.  "He  was  an  exceptional  seeretarj'^,  yet 
some  of  his  transcribing  was  exceptionable." 

Expect  means  to  look  toward  the  future.  Suspect  always  implies 
distrust.  Suspicion  should  be  used  only  as  a  noun.  You  do  not 
suspicion,  but  you  suspect  a  man's  motives.  It  is  better  to  say 
"you  hope"  than  "you  expect"  that  your  order  has  been  re- 
ceived. 

Farther  should  be  restricted  to  distance  in  space.  Further  refers 
to  quantity  or  degree.  "I  have  written  nothing  further. "  "  He  lives 
farther  out  than  I  thought." 


418  APPENDIX 

Favor  means  an  act  of  kindness.  It  should  not  be  used  for  letter. 
You  may  say,  "I  thank  you  for  the/«i;o/-  of  an  early  reply,"  but  not 
"Y OUT  favor  of  recent  date." 

Few  or  fewer  refers  to  number;  less  refers  to  quantity.  "He  had 
fewer  troubles  because  he  had  less  money." 

Find  means  to  discover  or  come  upon ;  locate  means  to  establish  or 
place  in  a  spot  or  position.  "  I  cannot  find  him  by  telephone."  "  He 
located  a  branch  store  on  upper  Broadway." 

Former  and  latter  refer  to  one  of  two  persons  or  things.  In  refer- 
ring to  more  than  two  you  will  express  the  idea  more  clearly  hy  first, 
second,  last,  etc. 

From  should  be  used  instead  of  off  of.  The  latter  is  entirely  in- 
correct, the  of  being  unnecessary.  ' '  He  borrowed  a  pencil  from  me. ' ' 
"I  got  a  nickel  from  my  chum."  "He  took  the  book  o^the  shelf." 
"  He  jumped  off  the  porch." 

Fumiy  means  laughable.  It  should  not  be  used  in  letters  or  other 
writing  for  odd  or  strange,  which  mean  "out  of  the  ordinary'."  Not, 
"It's  funny,"  but,  "It's  odd  or  strange,  that  he  should  not  see  the 
disadvantage  of  disappointing  his  employer." 

Good  is  an  adjective  and  should  be  used  to  modify  a  noun.  Well, 
the  corresponding  adverb,  should  be  used  to  modify  a  verb.  "His 
eyesight  is  good,  but  he  does  not  follow  copy  well."  In  another  sense, 
well  is  an  adjective.    "Yes,  I  feel  well  this  morning." 

Guess  signifies  to  indicate  an  opinion  concerning  what  is  unknown. 
Do  not  use  it  in  writing  for  think  or  suppose.  Not,  "  I  guess  he  will 
let  us  go, "  but  "  I  think  he  will."    "I  guess  it  is  in  your  right  hand." 

Habit.     See  "Custom." 

Had  ought  is  entirely  inexcusable.  Say,  "  He  ought  to  have  come." 
"He  ought  not  to  have  done  so." 

Hand  you,  though  once  common  in  business  letters,  is  absurd. 
Say,  send  you. 

Hanged  should  be  used  of  criminals.  Hung  is  said  of  pictures, 
clothes,  and  the  like. 

Healthy  usually  applies  to  persons,  healthful  to  surroundings,  and 
wholesome  to  foods. 

Hereto,     '^cq  "  Attached. '^ 

Herewith  should  never  be  used  in  letters  with  enclose,  which  means 
"put  in  this  envelope." 


GLOSSARY  419 

Hire  means  to  obtain  the  use  of  a  thing  for  pay.  Let  means  to 
allow  the  use  of  it  for  pay.  Lease  means  to  let  by  written  contract. 
"He  leased  the  house  for  a  year."  "He  hired  a  chauffeur  from  a 
garage  that  had  cars  to  let. " 

Idea.     See  "Opinion." 

If  and  whether  are  alike  in  implying  uncertainty,  but  whether  must 
be  followed  by  or  not,  expressed  or  understood.  "  //  you  prepare  your 
lessons  now,  you  may  go  to  the  movies."  "We  shall  be  glad  to  learn 
whether  you  find  this  satisfactory." 

ni  is  an  adverb  as  well  as  an  adjective.  There  is  no  such  word  as 
illy. 

Illusion.     See  "'Allusion." 

Inside  of  does  not  denote  time.  Say,  "  Within  an  hour  I  shall 
return." 

In  so  far  as.     Omit  the  in,  which  has  no  meaning  here. 

Inst.,  ult.,  prox.  are  abbreviations  of  the  Latin  words  instant, 
ultimo,  proximo  (for  instante  mense  "in  the  present  month,"  etc.), 
used  to  refer  to  the  present,  the  last,  the  next  month.  They  are  no 
longer  used  in  good  business  letters.  Refer  to  the  month  by  name: 
"Your  letter  of  August  10." 

Invention.     See  "Discovery." 

Kind  and  sort  are  singular,  and  should  never  be  modified  by  these 
or  those.    Say,  this  kind,  that  kind. 

Kindly  and  kind  are  frequently  misused  in  letters  in  an  effort  to 
be  courteous.  "Your  kind  letter,"  should  refer  only  to  one  which 
contains  a  gentle  rebuke  or  some  personal  jDraise.  Ordinary  letters 
do  not  deserve  the  epithet.  Kindly  is  often  misplaced.  Do  not  say, 
" I  thank  you  kindly, "  but  "I  thank  you/or  your  kindness."  "Kindly 
report  at  the  office,"  is  not  so  courteous  as,  "Please  report  at  the 
office." 

Latter.     See  "Former.'^ 

Learn  means  to  acquire  knowledge ;  teach  means  to  impart  knowl- 
edge. The  child  should  learn  what  the  school  tries  to  teach.  It  can 
teach  you,  but  you  must  study  to  learn. 

Leave  means  to  depart;  let  means  to  permit.  "Mother  left  me, " 
means  that  she  went  away  from  you.  "  Mother  let  me  play, "  means 
that  she  granted  you  permission. 

Less.     See  "Few." 


420  APPENDIX 

Liable.     See  "Apt." 

Like  is  never  a  conjunction  and  consequently  must  never  be  used 
for  as  or  as  if.  Never  follow  like  with  a  verb.  "She  writes  like  me." 
"She  writes  as  well  as  I  do."  "  She  writes  as  if  she  had  all  day  to  do 
it  in."     (See  page  376.) 

Likely.     See  "Apt." 

Line,  in  such  expressions  as  "line  of  business "  and  "  line  of  credit," 
should  be  avoided.  Say,  " kind  of  business. "  "We  grant  him  credit 
into  four  figures." 

Locate.     See  "Find." 

Love  signifies  a  deep  afi'ection ;  like  signifies  a  slight  attachment. 
Do  not  say,  "  I  just  love  apple  pie! "  You  love  your  mother  but  like 
apple  pie. 

Mad  signifies  insane.  For  the  irritations  of  daily  life  it  is  better 
in  your  writing  to  use  vexed  for  the  slighter  and  angry  for  the  deeper 
feelings.    Not,  "  I'm  mad  at  you, "  but,  "  I'm  angry  with  you." 

Majority  is  more  than  half;  plurality  is  more  than  the  next  highest. 
Lincoln  did  not  receive  a  majority  in  1860,  but  he  had  a  large  plural- 
ity. 

Many  refers  to  number;  much  to  quantity.  "He  bought  much 
candy  and  many  oranges." 

May.     See  "Can." 

Most.     See  "Almost." 

Much.     See  "Many." 

Mutual  properly  refers  to  only  two  persons.  Cofumon  means  what 
belongs  equally  to  two  or  more.  "It  is  to  our  mutual  interest  to 
settle  the  difficulty  at  once."  "We  all  have  this  much  in  common, 
that  we  wish  to  get  on  in  the  world." 

News  is  singular.    "The  neirs  was  unexpected." 

Nowhere  near  and  nothing  like  are  too  colloquial  to  be  used  in 
writing  for  not  nearly.    She  is  "not  nearly  so  graceful  as  her  sister." 

Number.     See  "Amount." 

Oblige  should  never  be  used  in  letters  with  "Yours  truly."  It  is 
long  out  of  date. 

Observance  means  keeping  or  celebrating  as  a  holiday  or  an- 
niversary. Observation  is  looking  at  or  watching.  "  His  observation 
of  every  minute  detail  was  close,  but  his  observance  of  Sunday  was 
lax." 


GLOSSARY  421 

Of  is  once  in  a  while  written  for  have.  Not,  "  I  should  of  written," 
but,  "I  should  have  written." 

Off  of.     See  ''From." 

On  should  never  be  used,  in  such  expressions  as,  "It  melted  on 
me." 

Opinion  is  a  conclusion  or  belief  arrived  at  by  thought.  Idea  is 
a  conception  or  supposition  which  may  have  little  foundation.  "His 
ideas  of  courtesy  were  vague."  "In  his  opinion,  the  campaign 
would  not  succeed." 

Our  Mr.  Smith  appears  sometimes  in  business  letters  in  referring 
to  a  salesman  of  the  firm.  Nowadays  it  is  considered  better  form  to 
write,  "Mr.  Smith,  our  representative,"  or  merely,  "Mr.  Smith." 

Part  should  not  be  confused  with  portion,  which  means  a  part 
assigned  or  allotted.    "  Will  you  give  me  my  portion  of  the  pie  now?  " 

Party,  except  in  legal  documents,  means  a  group  of  persons.  Do 
not  say,  "I  had  a  talk  yesterday  with  a  party  in  town,"  when  you 
mean  a  single  person. 

Permit  indicates  formal  consent;  allow  signifies  tacit  assent  or 
agreement.  "  The  teacher  aMoiwed  the  pupils  to  talk.  He  permitted 
John  to  leave  the  room. " 

Plentiful  is  an  adjective;  plenty  is  a  noun.  "Fish  are  plentiful  in 
these  waters."    "  He  had  plenty  of  money  to  spend." 

Practical  means  characterized  by  common  sense,  not  theoretical. 
Practicable  means  capable  of  being  accomplished.  "A  plain,  prac- 
tical man  rose  to  propose  a  practicable  plan  of  meeting  the  difficulty." 

F*rincipal  means  chief  or  most  considerable.  Principle  means  a 
rule  or  truth.    Observe  the  difference  in  sjielling. 

Proposal.     See  "Proposition." 

Propose  means  to  state  a  plan  to  others  for  consideration.  Pur- 
pose means  to  determine  in  one's  own  mind.  "He  purposed  to  go 
home  and  study,  but  some  friends  proposed  that  they  go  to  the  ball 
game." 

Proposition  is  something  to  be  discussed ;  a  proposal  is  an  offer  of 
some  kind.  "His  proposal  of  6  per  cent  was  accepted."  "The 
proposition  was  whether  the  funds  should  be  raised  by  selling  bonds 
or  issuing  new  stock."  Never  say,  "Here's  a  fine  proposition  for 
you,"  meaning  an  offer  or  opportunity. 

Prox.     See  "Inst." 


422  APPENDIX 

Quantity.     See  "Amount." 

Quite  means  entirely  or  noticeably.  Quite  some  as  in  "Quite  some 
time, "  is  inexcusable.    Say, ' '  A  long  time,"  or  "  A  considerable  time." 

Rarely  if  ever  or  rarely  or  never  should  be  used  instead  of  rarely 
ever  or  rarely  or  ever. 

Real  is  an  adjective.  "It  is  real  dry  here, "  should  be,  " It  is  really 
dry,"  or  "It  is  very  dry." 

Recent  date  is  a  useless  phrase  in  business  letters.  Say,  "Your 
letter  of  January  10,"  or  "Your  letter  concerning  the  date  of  ship- 
ment." 

Reckon,  which  means  to  calculate,  should  not  lie  used  for  think  or 

believe. 

Same  should  never  be  used  as  a  pronoun.  Use  it  or  they.  "Your 
letter  received  and  in  reply  to  same,''  should  be,  "in  reply  to  it." 
Be  particuhu'ly  careful  to  avoid  this  error  in  business  letters. 

Seeing  that  should  never  be  used  for  since  or  because.  Not,  "  See- 
ing that  you  are  here,  it  will  be  all  right  for  us  to  go, "  but,  "Since 
you  are  here,  etc." 

Seldom  if  ever  or  seldom  or  never  should  not  be  miswritten 
seldom  ever  or  seldom  or  ever. 

Shall  and  will.    See  pages  359-361,  362-365. 

So  — —  as  are  the  proper  correlatives  with  a  negative .  "  She  is  not 
so  rapid  a  typist  as  her  sister."  But  in  positive  statements:  "He 
is  as  rapid  as  I  am." 

Some  is  an  adjective.  It  should  never  be  used  for  the  adverb 
somewhat.     "  He  is  somewhat  better  today." 

Something  is  a  noun,  and  should  never  be  used  for  the  adverl:) 
somewhat.  Not,  "He  is  something  taller,"  but,  "He  is  somewhat 
taller." 

Sort  is  singular.    Do  not  say  "  those  or  these  sort."    See  "Kind." 

Splendid  properly  means  brilliant,  shining.  It  should  not  be  used 
for  good  or  fine.  Not,  "She's  a  splendid  dancer."  Say,  "She's  a 
graceful  dancer."     Note  what  is  said  on  pages  43-45  about  specific 

words. 

State  is  much  overworked  in  business  letters.  Use  say.  "  In  reply 
I  beg  to  state,"  should  be  "  In  reply  let  me  say."     See  also  "Advise." 

Suspect.     8ee  "  Expect." 

Suspicion.     See  "  Expect." 


GLOSSARY  423 

Them  is  always  a  pronoun,  never  an  adjective.  Never  say  "them 
potatoes." 

This  here  and  that  there  are  inexcusable.  This  and  that  are 
sufficient. 

Ult.    See  ''Inst." 

Valued  is  just  as  useless  in  business  letters  as  esteemed.     Omit  it. 

Ways  is  sometimes  misused  for  ivay.  "We  are  a  long  way  from 
home." 

WeU.     See  "  Good." 

What  is  frequently  misused  after  than.  Not,  "This  is  better  than 
what  you  will  find  in  the  city,"  but,  "This  is  better  than  anything 
you  will  find  in  the  city." 

When  means  "at  the  time  that."  While  means  "durinji;  the  time 
that."  "  While  he  was  there,  I  had  time  to  take  a  swim  and  shave." 
"  When  the  bell  rang,  I  was  ready  for  dinner." 

Whence  means  "from  which  place  or  cause."  Consequently  from 
should  not  be  used  with  it.    "  Whence  he  came  I  did  not  learn." 

Whether.     See  "//." 

Without.     See  "  E.vcept." 

Would  say,  would  thank  you,  wish  to  say,  and  similar  expressions 
are  too  old  fasliioned  and  clumsy  to  be  used  in  business  letters  nowa- 
days. (See  page  147.)  Use  conversational  language.  Instead  of 
"Would  thank  you  to  check  this  itent, "  say,  "Please  check  this 
item."    It  is  equally  courteous  and  more  direct. 

Writer  is  sometimes  used  in  business  letters  to  avoid  the  pronoun 
/.  Such  use  is  clumsy  and  to  be  avoided.  Use  we  or  us.  "Your 
inquiry  has  been  referred  to  the  writer, "  should  be  "  to  me." 


APPENDIX  B 


STATES  AND  TERRITORIES  OF  THE  UNITED 
STATES 


The  following  abbreviations 
the  Post  Office  Department. 

Ala Alabama 

Ariz Arizona 

Ark Arkansas 

Cal California 

Colo Colorado 

Conn Connecticut 

C.  Z Canal  Zone 

D.  C District  of  Columbia 

Del Delaware 

Fla Florida 

Ga Georgia 

111 Illinois 

Ind Indiana 

Kan Kansas 

Kj' Kentucky 

La Louisiana 

Mass Massachusetts 

Md. Maryland 

Mich Michigan 

Minn Minnesota 

Miss Mississippi 

Mo Missouri 

Mont Montana 


are  recognized  as  official  by 

Neb Nebraska 

Nev Nevada 

N.  C North  Carolina 

N.  Dak North  Dakota 

N.  H New  Hampshire 

N.J New  Jersey 

N.  Mex New  Mexico 

N.  Y New  York 

Okla Oklahoma 

Pa Pennsylvania 

P.  I Philippine  Islands 

P.  R Porto  Rico 

R.  I Rhode  Island 

S.  C South  Carolina 

S.  Dak South  Dakota 

Tenn Tennessee 

Tex Texas 

Vt Vermont 

Va Virginia 

Wash Washington 

W.  Va West  Virginia 

Wis Wisconsin 

Wyo Wyoming 


The  following  names  should  not  be  abbreviated: 

Alaska  Hawaii  Iowa  Ohio  Samoa 

Guam  Idaho  Maine  Oregon  Utah 

*  424 


APPENDIX  C 


ABBREVIATIONS  OF  COMMERCIAL  TERMS 

In  business  forms,  as  opposed  to  business  letters,  a  great  many 
abbreviations  are  used,  because  they  save  a  good  deal  of  time. 
The  abbreviations  vary  with  the  kind  of  business  in  which  the 
forms  are  to  be  filled  in,  but  the  following  are  the  commonest: 


,At 


A  1 First-class 

a/c Account    or    on 

account 

acct Account 

ad.,  advt.  .  .  .Advertisement 

agt Agent 

A.M {A7}te     meridiem), 

forenoon 

amt Amount 

ans Answer 

asst Assistant 

atty Attorney 

av Average 

ave Avenue 

bal Balance 

bbl Barrel 

bdl Bundle 

B/E Bill  of  exchange 

bgs Bags 

bkts Baskets 

'  -r  (. Bill  of  lading 

B-L  ) 

bldg Building 


bis Bales 

bt.,  bot Bought 

bu Bushel 

bx Box 

C One  hundred 

c,  ^ Cents 

cf Compare 

c.  a.  f Cost  and  freight 

chgd Charged 

c.  f .  i Cost,  freight,  and 

insurance 

ck Check 

elk Clerk 

c/o Care  of 

C.  0.  D Cash  on  delivery 

Cr Credit,  creditor 

cr Crate 

cs.,  c/s Cases 

cwt Hundredweight 

C.  W.  O Cash  with  order 

d Pence 

D.  B Day-Book 

dept Department 

dft Draft 


425 


426 


APPENDIX 


dis.,  disct. .  . .  Discount 

dist District 

div Dividend,  division 

do The  same,  ditto 

dol Dollar 

doz Dozen 

Dr Debtor 

ds Days 

ea Eacli 

e.  e.,  E.  E.. .  Errors  excepted 

e.g For  example 

etc And  so  forth 

ex Example 

exch.,  ex Exchange 

exp Express,  expense 

Fahr Fahrenheit 

fgt.,  frt Freight 

fig figure 

F.  O.  B.  )  -r.  ,  , 

,-  .  .  .  i^  ree  on  board 

f.  o.  b.     \ 

F.  O.  R Free  on  rails 

for'd Forward 

fr Francs 

ft Foot,  feet 

gal Gallon 

G.  F.  A General     Freight 

Agent 

gi Gill 

G.  P.  A General  Passenger 

Agent 

gr.  wt Gross  weight 

grs Grains 

guar Guarantee 

hdkf Handkerchief 


hf....: Half 

hhd Hogshead 

h.  p Horse-power 

hrs Hours 

hund Hundred 

ib.,  ibid In  the  same  place 

id The  same 

i.e That  is 

in Inches,  inch 

inc Incorporated 

ins Insurance 

inst (Instant)    Present 

month.  (To  be 
avoided  in  refer- 
ring to  letters) 

int Interest 

inv Invoice 

inv't . .  ■. Inventory 

I-  0.  U I  owe  you 

jour Journal 

kg Keg 

lb Pound 

L/C Letter  of  Credit 

L.  C.  L Less  than  car-load 

lot 
£,  s,  d Pounds,   shillings, 

pence 
Ltd Limited 

M (Mcridies),  noon 

M Thousand 

m.,  min Minute 

max Maximum 

mdse Merchandise 

memo Memorandum 


ABBREVIATIONS  OF  COMMERCIAL  TERMS     427 


mfd Manufactured 

mfg Manufacturing 

mfr Manufacturer 

mgr Manager 

Mme Madame 

MS Manuscript 

MSS Manuscripts 

N.  B.,  n.  b..  .Take  notice 

No.,  Nos Number,  numbers 

O.  K All  correct  or  ap- 

])roved 
oz Ounce 

p.,  pp Page,  pages 

Payt Payment 

p.  c,  % Per  cent,   by  the 

hundred 

pc,  pes Piece,  pieces 

pd Paid 

pk Peck 

pkg Package 

p.M {Post     meridiem), 

afternoon 

P.  0 Post-Office 

pr Pair 

Pres President 

pro  tem {pro  tempore),  for 

the  time 

prox {proximo) ,       next 

month.  (To  be 
avoided  in  refer- 
ring to  letters) 

P.  S Postscript 

qr Quarter,  quire 

qt Quart 


rec'd Received 

rec't Receipt 

ref.' Reference 

ret'd Returned 

R.  F.  D Rural  free  delivery 

R.  R Railroad 

Ry Railway 

s Shillings 

S/D Sight  Draft 

sec Secretary 

sq Square 

S.  S Steamship 

stbt Steamboat 

str Steamer 

Supt Superintendent 

T Ton 

Ton.,  Tonn.  .Tonnage 
Treas Treasurer 

ult '.  .{u  Him  o),     last 

month.  (To  be 
avoided  in  refer- 
ring to  letters) 

V Five 

v.,  vs {versus),  against 

via By  way  of 

viz Namely 

vol Volume 

W/B Way-bill 

wk Week 

wt Weight 

yd Yard 

yr Year 


APPENDIX  D 

TELEGRAMS 

Nature  of  a  Telegram. — Telegrams  are  letters  much  abbreviated. 
You  must  write  briefly  because  the  charge  varies  with  the  number  of 
words.  You  must  make  the  meaning  clear,  else  there  is  no  excuse 
for  sending  the  message.  But  you  need  not  try  to  be  personal,  or  to 
use  elaborate  courtesy,  or  to  frame  complete  sentences.  In  fact, 
you  should  rely  chiefly  on  nouns  and  verbs.  Where  you  need 
them,  bring  in  pronouns  and  adverbs.  But  avoid  prepositions  and 
adjectives.  Spell  out  figures,  because  each  is  sent  as  a  separate 
word.  Make  your  meaning  clear  without  punctuation,  because 
punctuation  is  not  transmitted. 

Wardy  message: 

Rockland,  Me. 
March  15,  1920 
Messrs.  Anson  and  Chalmers 
1 2  Court  Street 
Boston,  Mass. 

I  cannot  keep  appointment.     I  have  been  delayed  by  missing  the 
boat.     Samples   alread.y   on   board.     Hope   to   arrive   on   next 


boat. 


Abner  Groves 


This  not  only  uses  too  many  words,  but  leaves  the  firm  uncertain 
when  Mr.  Groves  will  arrive.  He  should  not  rely  on  their  having 
the  boat  schedule  at  hand.  He  should  have  kept  the  reader  more 
sharply  in  mind  while  he  was  planning  his  message  to  be  sure  of 
giving  exactly  the  information  needed.  He  should  also  have  kept 
in  mind  his  own  pocketbook.  The  message  can  be  stated  even 
more  clearly  in  ten  words.  The  form  on  the  next  page  shows  one 
way  of  writing  the  message. 

428 


TELEGRAMS  429 

Improved: 

Rockland,  Me. 

March  15,  1920 
Messrs.  Anson  and  Chalmers 
12  Court  Street 
Boston,  Mass. 

Missed  boat.     Cannot  keep  appointment.     Arrive  with  samples 
Wednesday. 

Abner  Groves 

Kinds  of  Telegrams. — There  are  four  forms  of  telegrams:  (1)  the 
regular  telegram  or  day  message,  (2)  the  day  letter,  (3)  the  night 
message,  and  (4)  the  night  letter.  You  should  be  very  careful  to 
indicate  definitely  the  form  you  desire  for  your  message.  No 
charge  is  made  in  any  of  the  four  forms  for  the  address  or  the 
signature. 

Unless  otherwise  marked  all  telegrams  are  treated  as  day  mes- 
sages, that  is,  as  ordinary  full-rate  telegrams,  which  are  given  pre- 
cedence by  the  telegraph  company  over  all  other  forms  of  messages. 
The  charge,  varying  with  the  distance  the  message  is  to  go,  is  based 
upon  a  message  of  ten  words  and  increases  with  each  additional  word. 

The  daj^  letter  is  accepted  by  the  company  at  any  time  of  day  or 
night,  but  it  is  transmitted  at  the  company's  convenience,  yielding 
precedence  to  regular  telegrams.  It  is  designed  for  longer  com- 
munications that  will  not  suffer  from  the  few  hours'  delay  thus 
caused.  The  charge  for  a  day  letter  of  fifty  words  is  one  and  one- 
half  times  the  cost  of  a  telegram  of  ten  words.  The  company  re- 
serves the  right  to  telephone  the  message  at  its  destination  to  the 
addressee. 

A  night  letter  of  not  more  than  fifty  words  may  be  sent  at  the 
same  cost  as  an  ordinary  telegram  of  ten  words.  It  is  accepted  by 
the  company  up  to  2  a.m.  for  delivery  on  the  morning  of  the  ensuing 
business  day,  but  at  its  destination  it  may  be  mailed  to  the  addressee. 
It  is  frequently  used  to  explain  more  fully  the  business  mentioned  in 
the  regular  telegram  sent  during  the  day. 

The  rate  of  the  night  message  is  lower  than  that  of  the  day  mes- 
sage.    There  is  an  extra  charge  for  each  word  above  ten.     Conse- 


430  APPENDIX 

quently,  longer  messages  are  usually  cheaper  when  sent  as  niglit 
letters. 

In  cablegrams  every  word,  including  names,  address,  and  signa- 
ture, is  counted.  For  this  reason  nearly  all  cablegrams  are  sent  in 
code,  where  a  whole  phrase  is  represented  by  a  single  word. 

For  both  cablegrams  and  telegrams,  the  sender  should  study  the 
rules  on  the  reverse  of  the  form  provided  for  the  message. 


Exercises 


Write  telegrams  in  ten  words,  if  possible,  but  keej)  them  clear. 

1.  Reserve  a  section  in  a  Pullman  sleeping-car  from  Chicago  to 
New  Orleans,  or  the  reverse.  Have  you  given  the  train,  the  date, 
and  so  on? 

2.  Engage  a  room  at  the  Blackstone  in  Chicago  or  the  Grunewald 
in  New  Orleans.  Have  you  given  clearly  the  date,  kind  of  room, 
rate,  and  so  on? 

3.  Telegraph  S.  R.  Hickson,  of  Chicago  or  New  Orleans,  saying 
that  you  are  to  be  in  a  specified  hotel  on  a  designated  date  and  ask- 
ing for  an  appointment. 

4.  Make  an  appointment  for  one  of  your  salesmen  to  meet  you  at 
one  of  the  hotels  in  2. 

5.  Your  buyer  has  gone  to  New  Orleans  to  purchase  sugar. 
Since  his  departure  you  have  discovered  a  quantity  sufficient  for 
immediate  needs.  You  wire  him:  "Disregard  sugar  instructions. 
Wire  terms  delivery  November  fifteenth.  Letter  follows."  Write 
him  a  night  letter  explaining  the  situation  and  stating  your  instruc- 
tions for  contract. 

6.  On  account  of  a  wreck  you  are  unable  to  keep  an  appointment 
with  James  Lavater,  President  of  City  Bank,  Pittsburgh,  Pa.  Wire 
him  to  that  effect,  and  ask  that  the  reply  be  sent  to  Reynolds  Hotel, 
Jonesboro,  Tenn.,  in  answer  to  your  request  for  an  appointment. 

7.  Write  Mr.  Lavater's  reply. 


APPENDIX  E 
FILING 

The  Purpose  of  Filing. — Have  you  a  good  memory?  Do  you  ever 
forget  whether  you  put  the  theme  in  the  French  book  or  the  history? 
When  you  look  for  it,  do  you  remember  whether  it  was  placed  in  the 
front,  or  the  back,  or  somewhere  in  the  middle? 

Filing  systems  have  been  invented  to  overcome  such  difficulties 
and  uncertainties.  The  business  man,  even  if  he  has  a  remarkable 
memory,  cannot  afford  to"  take  chances  with  business  papers.  He 
must  be  able  to  find  any  paper  he  wishes  to  lay  his  hands  on.  Con- 
sequently, he  must  have  a  place  for  every  kind  of  paper.  In  the 
second  place,  he  must  be  able  to  find  the  paper  quickly.  To  look 
through  a  pile  of  papers,  and  at  the  third  search  to  find  the  letter 
at  the  bottom  of  the  pile  is  not  only  vexatious  but  costly.  The 
letter  must  be  found  at  once.  Security  from  loss,  and  ease  of  refer- 
ence are  essential  in  a  file. 

Box  Files. — The  simplest  kind  of  file  is  a  box  about  a  foot  square 
and  three  inches  deep.  Inside,  a  set  of  index  sheets  is  fastened  to 
the  back.     At  the  front  or  outer  edge  of  each  sheet  is  a  projection  or 


431 


432 


APPENDIX 


tab  bearing  a  letter  of  the  alphabet.  The  tabs  are  so  arranged  that 
on  opening  the  box  one  can  see  the  whole  alphabet  at  once.  If  a 
letter  or  a  carbon  copy  is  to  be  filed,  it  is  merely  placed  behind  the 
proper  sheet.  Thus  correspondence  with  John  Adams  would  be 
placed  behind  the  sheet  bearing  A.  When  one  box  is  filled,  a  label 
can  be  pasted  on  the  back  indicating  the  dates  covered,  as  January, 
1918,  to  June,  1919.  Later  correspondence  would  be  placed  in  a 
new  box. 

Sometimes  drawers  take  the  place  of  boxes.  Some  drawers  have 
a  spring  to  hold  the  papers  fast.  Others  have  posts  which  run 
through  the  correspondence  and  keep  it  from  sHpping. 


Vertical  Files. — In  large  offices  the  vertical  file  is  found  to  be  most 
convenient.     It  consists  of  a  drawer  or  set  of  drawers,  large  enough 


to  permit  the  letters  to  stand  edgewise.  The  drawer  can  be  drawn 
out  its  full  length,  so  that  one  can  easily  consult  the  letters  and  other 
papers  at  the  very  back. 

The  correspondence  is  kept  in  folders  of  heavy  manila  paper, 
which  will  hold  as  many  as  fifty  letters  upright.  The  rear  edge 
projects  a  half-inch  above  the  front,  or  else  contains  a  tab,  on  which 
the  name  or  subject  of  the  folder  may  be  written. 

To  increase  the  ease  of  reference,  each  drawer  is  fitted  with  a  set 
of  guides  of  heavy  pressboard,  which  will  not  bend  and  will  therefore 
keep  the  folders  flat.     Each  guide  carries  a  tab  on  which  a  letter  of 


FILING 


433 


the  alphabet  or  some  name  may  be  printed  or  written.  A  partition, 
wliich  may  be  locked  in  any  position,  keeps  both  guides  and  folders 
vertical  but  loose  enough  for  easy  reference. 

Alphabetical  Filing. — To  enable  one  to  find  at  once  the  one  letter- 
that  is.wanted  among  the  thousand  in  the  drawer,  a  system  of  index- 


ing is  needed.  The  commonest  arrangement  is  in  alphabetical  ( )rder. 
In  it  all  letters  are  filed  under  the  name  of  the  correspondent.  The 
guides  each  bear  a  letter.  The  letters  from  and  to  T.  H.  Hughes 
would  be  placed  in  a  folder  behind  the  guide  marked  H.  Where 
the  correspondence  is  large,  the  guides  may  number  as  many  as 
40,  SO,  or  even  more.  For  example,  there  might  be  two  guides  for 
C,  one  headed  Ca-Cl  and  the  other  Co-Cy.  Letters  from  Clark  would 
be  placed  after  the  first,  and  from  Curtis  after  the  second  guide. 

Geographic  Filing. — Where  a  manufacturer  sells  to  dealers  in 
different  parts  of  the  country,  an  alphal^etical  file  is  useful.  In  such 
a  system  the  guides  bear  the  names  of  the  states,  and  the  folders  are 
arranged  alphabetically  behind  them.  Not  only  his  name  but  his 
address  has  to  be  watched  in  filing  these  letters.  Where  the  cor- 
respondence is  bulky,  additional  guides  may  give  the  names  of  towns 
or  counties  and  even  the  whole  alphabet. 


434  APPENDIX 


Subject  Filing. — In  rare  instances,  as  with  railway  companies, 
the  subject  of  a  letter  is  of  more  importance  than  the  name  of  the 


writer  or  his  address.  Where  such  is  the  case,  guides  bearing  the 
needed  subjects  will  be  used,  and  the  letters  in  each  subject  can  then 
be  arranged  alphabetically  by  the  names  of  the  correspondents. 


Exercises 


1.  Compare  the  various  systems  for  ease  of  filing,  ease  of  reference, 
security  against  loss  of  papers,  and  possibly  ease  of  expansion. 

2.  What  kind  of  file  should  you  select  for : 

(a)  The  manager  of  a  football,  basketball,  or  baseball  team  in 
school? 


FILING  435 

(b)  The  i)rincipal  of  your  .school? 

(c)  The  postmaster  of  your  town? 

(d)  The  largest  dry-goods  store  of  your  town? 

3.  Can  you  find  out  how: 

(a)  The  cards  of  the  pupils  in  school  are  filed? 

(b)  The  records  of  pupils  who  have  left  school  are  filed? 

(c)  The  correspondence  of  the  principal  is  filed? 

(d)  The  papers  of  the  station  agent  of  the  railway  are  filed? 

(e)  The  records  of  a  grocery  store  are  filed? 

4.  Which  system  of  filing  have  you  developed  for  the  filing  of  the 
business  letters  .you  have  collected.  See  Exercises  16  (9),  6-i,  69,  78 
(1),  87,  89  (2),  102  (1),  120  (4),  134  (l),  141  (5). 


APPENDIX  F 
PROOFREADING 

On  the  following  page  will  be  found  an  explanation  of  the 
meaning  of  the  symbols  used  by  proofreaders  to  indicate  cor- 
rections to  be  made  in  proof.  On  page  438  is  shown  a  badly  set- 
up paragraph  which  has  been  marked  for  correction. 

The  two  pages  represent  a  kind  of  symbol  language  which  all 
printers  use.  As  one  of  your  duties  may  be  to  see  that  an  advertise- 
ment or  other  printed  matter  appears  as  you  wish  it,  you  should 
study  these  symbols  carefully. 

Your  first  care  should  be  to  furnish  the  printer  the  most  legible 
manuscript  3^ou  can  prepare.  To  do  so  will  save  you  time,  trouble, 
and  expense.     Besides,  it  is  only  fair  to  the  printer. 

The  compositor,  that  is,  the  man  in  the  printing  establishment 
who  sets  up  the  type,  arranges  it,  as  he  proceeds,  in  metal  trays 
usually  about  two  feet  long,  called  "galleys."  As  each  galley  is 
filled,  an  impression  of  the  type,  called  "  proof,"  is  taken  on  a  strip 
of  paper.  This  "  galley  proof  "  is  first  read  carefully  by  the  proof- 
readers at  the  printer's,  to  see  that  it  corresponds  with  your  manu- 
script. The  changes  that  are  necessary  are  worked  in  the  margin 
by  means  of  the  symbols  on  the  next  page.  Then  a  reviser  goes 
over  the  galley  very  carefully  to  see  that  all  corrections  are  made 
in  the  type.  Sometimes  this  has  to  be  repeated  more  than  once  to 
reach  a  "  clean  "  proof.  This  proof  is  sent  you  with  the  copy 
which  you  furnished  the  printer. 

You  should  examine  this  closely  to  see  that  the  printer  has  not 
overlooked  or  misunderstood  any  part  of  your  copy.  You  should 
indicate  all  necessary  corrections  in  the  margin  with  ink,  for  pencil 
marks  may  be  smudged  or  otherwise  blurred.  In  this  process  you 
should  use  only  these  symbols  to  insure  that  your  directions  are 
followed.  Study  the  list  carefully  before  you  attempt  any  correc- 
tions. 

436 


PROOFREADING  437 

'd'  Delete;  take  p*fs  out. 

^  Make  a  new  paragraph  here. 

yio^  Run  on  without  a  paragraph  here. 

tUf  Transpose  lett^^  ^om^(Qf) 

S)  Turn  the  rever^dTetter. 

•#■  Let  therebe  a  space. 

^  Take  out  the  le^lter  and  close  up. 

VA  The  ^spacing  vis  bad;  space  evenly. 

Omm/n.  Carry  over  to  the  next  line. 

catvGA'  Put  in  the  middle  of  the  line  or  the  page. 

Q  Indent  one  em  (the  space  occupied  by  a  letter  in  the  same 

size  of  type). 

C  C  Move  to  the  left. 

DMo^c  to  the  right. 

""^  'g'levate. 

»— I  T  .owejr 

J^  Push  down  spac^J'Which  has  worked  up. 

itoA      Insert  lead 

to  widen  space  between  lines. 
X        Bi(5ken  type  —  correct  it. 
uj^       Wrong  fo^t  —  letter  of  wrong  size  or  style, 
^r.       Straighten  cTp^ked  line. 
II        Straighten 

alignment  at 
"  side  of  page. 
Mi^       Restore  or,  rctajn  words  crossed  out. 
out'/etco^  Some  words  in  the  copy^been  omitted  in  type. 

^     "  Query  to  the  author  or  the  editor :     Is  this  passage  as 

it  should  be?  "* 

Q         A  period  belongs  her^ 
c         A  hyphen  belongs  in  boarding  house. 
^         Insert  an  apostrophe' in  childreiK. 
^y'^       Insert'^quotes'^here. 

/\        WTiere  you  find  the  mark^insert  a  comma. 
capa        Put  this  passage  in  capitals. 
^jo        Put  this  passage  in  SMALL  CAPITALS. 
yCc        Put  this  passage  in  i.owf.r  task. 
pjTYY^       Put  this  passage  in  roman  type. 
jCtcxL       Put  this  passage  in  italic  type. 
-^         Put  this  passage  in  bold  face  type. 


438 


APPENDIX 


oui-ite  cofiiil 


^Royalties  are  basedontheretail  selling  price  of  a  book  and 
the  price  at  which  a  book  is  issued  must  be  decided  by 
the  publisher.     This  is  Tis,iiT  should  be. 

The  main  factors  in  determining  the  price  are-/- 

1.  The  costs  of  material  and  manufacture 

2.  Discounts  to  booksellers 
[3.  Advertising 

4.  The  time  it  will  take  to  reimburse  the  publisher 
^       for  all  these  outlays. 

i^io  publisher  can  afford  to  look  up  his  capital  too  long 

in, so  he  must  set  his  price  high  enough  to, reimburse 

himself  in  a  reasonable  time.     The  author  will  gain  in  re- 

eipts  from  fra^m  royalties  on  a  high  price  what  he  may 

think  he^will  lose  in  the  number  of  sales  had  his  book 

been,  issued  at  a  more  popular  price. 


P 


^ 


INDEX 


Abbreviations, 

commercial  terms,  425-427 
letters,  use  of  abbreviations  in, 

heading,  110,111 

inside  address,  114 

salutation,  115 
states  and  territories,  424 
Acceptance,  trade,  74,  77 

Form,  75 
Acknowledgment   letters, 
claims,  209 
orders,  17-20 

example,  17,  18 

exercises,  18,  20 

special  cases,  18-20 
remittances,  79 

specimens,  17, 18,47,79, 148. 158 
Address  on  envelope. 

Form,  125 
arrangement,  124 
placing,  124 
punctuation,  124 
return  notice,  124 
specific  directions  in,  124 
Adjective, 

definition,  308 
in  place  of  adverb,  370-372 
proper  adjectives,  369,  370 
Adjective  or  adverb,  when  to -use, 

370-372 
Adjustment  letters, 
arrangement,  208,  209 
exercises,  212-223 
kinds  of,  209,  219 
principles,  207 
soe?imens,   142,   150,   210-212, 

214,  216-220 
wording  of,  207,  208 
Adjustments,  types  of,  209-219 
fault  lying  with  customer,  217- 

219 
fault  lying  with  goods,  213-215 
fault  lying  with  seller,  209,  210 


Adjustments — Contimied 

fault  lying  with  transportation 

companv,  215-217 
vague  claims,  210-212 
Adverbial  clauses,  397,  401,  402 
Adverbs,  309,  370 
Advertisements    (vSec    "Advertis- 
ing") 
Advertising,  286-304 
bulletins,  287 

Forms,  287-289 
copv, 294-301 

language,  294-296 
purposes,  294 
reason-why,  300,  301 
suggestive,  296-299 
exercises  in,  290-292,  294,  296, 

299-304 
kinds  of,  290-293, 30 1-304 
classified,  290,  291 
display,  287-289,  291,  292 
"      Forms,  287-289,  293 
local,  301-304 
national,  291-301 
local, 

bargain  appeal,  302 
quality  appeal,  303 
questionnaire,  154 
methods  of,  296-301 
reason-whv,  300,  301 
suggestion,  296-299 
nature  of,  286 
problems  of,  286-289 
Alphabetical  filing,  433 
Ambiguitv    in    use   of   pronouns, 

341-343 
Antecedent, 

confusing  reference  to,  341-345 
in  grammar,  336 
Apostrophe,  uses  of,  409 
Appeal, 

advertising.  296-301 
bulletins,  288,  289 
sales  letters,  253,  257-261,  264- 
272 


439 


440 


INDEX 


Appeal — Continued 

sales  talks,  277-281 
Appendices,  413-438 
Application  letters,  82-91 

appearance,  87 

beginning,  85 

description,  82 

ending,  86 

examples,  82-84 

exercises,  87-91 

forms  of, 

letter,  83,  84 
tabular,  82,  83 

importance,  85  f 

letter  form  of,  83,  84 

purpose,  85 

qualifications,  85,  86 

references,  86 

specimens,  82-84,  87, 88 

tabular  form  of,  82-83 
Argument, 

brief,  229,  230 

debating,  230-233 

definitions,  225 

issues,  225,  226 

order  of  parts,  226 

proof,  226-228 

proposition,  224,  225 

purposes,  224 

refutation,  228,  229 
Argumentation  (see" Argument") 
Army  heading  for  letters,  122 
Attracting  attention, 

advertising,    display    lines    in, 
287-289,291,292 
Forms,  287-289,  293 

in  sales  letter,  277,  278 

in  sales  talk,  287-289 


B 


Beginning  of  letter,  133-135 

adjustment  letter,  208 

importance,  133 

purposes  of  first  sentence,  133, 
134 

sales  letter,  257-261 
Beginning  of  sales  talk,  278,  279 
Body  of  the  letter,  1 16-1 18 

definition,  116,  117 

paragraphing  in,  117 

placing  on  page,  117 


Body  of  the  letter — Continued 
second  sheets  for,  1 17,  118 

Box  files,  431 

Brief  in  argument,  229,  230 

Bulletins,  287-289 
Forms,  287-289 

Business  terms, 

abbreviations  of,  413-423 
spelling  of,  386,  387 


Capitalization,  389,  390 
Check, 

cashier's,  72 
Form,  70 
certified,  72 
Form,  69 
indorsing,  67,  72 
personal,  67 
Form,  68 
terms  applying  to,  67 
voucher,  72 
Form,  71 
Choppiness  of  style,  62,  63 
Claim  letters, 

how  to  make  a  claim,  205,  206 
importance  of,  205 
specimens,  142,  150,  206 
Classified  advertising,  290,  291 
Clauses, 

co-ordinate,  325,  326 
dependent,  318-321,  322-324 
independent,  325,  326 
relative,  322,  323 
subordinate,  318-321,  322-324 
Clearness, 

intjuiries,  153-155 
letters,  135-138 

considering  the  reader,   137, 

138 
keeping  to  one  purpose,  135, 

136 
keeping  to  one  subject,  135 
reference  of  pronouns,  341-345 
sentence,  51-56 
Clincher, 

sales  letter,  271-273 
sales  talk,  281 
Coherence  (See  also  "Developing 
ideas,"  "Sentences") 
arrangement,  184 


INDEX 


441 


Coherence — Cotitittued 

between  paragraphs,  190,  IDI 

connectives,  185 

construction,  185 

in  letter,  141,  142 

paragraph, 184-188 

sentence,  51-59 
Collection  letters,  242-252 

exercises,  249-252 

follow-up,  245-249 

getting  the  money,  245 

keeping  the  customer,  243-245 

purpose,  242,  243 

reason  for,  242 

retail  methods,  246-249 
Colon,  uses  of,  405 
Comma,  uses  of,  391-399 

adverbial  clauses,  397 

compound  sentences,  392 

in  ai:)position,  395 

in  series,  394 

non-restrictive     clauses,      401- 
404 

parenthetical  matter,  398 

participial  phrases,  etc.,  396 
■     with   nouns   of   direct   address, 
393 

with  yes,  no,  etc.,  393 
Comparisons  in  sentences,  54,  55 
Complex  sentence,  nature  of,  318- 

321 
Complimentary  close,  118 

abbreviations  in,  118 

capitalization  of,  118 

forms  of,  118 

placing,  118 
Compound  sentence, 

nature  of,  325-327 

punctuation  of,  392,  400 
Conciseness, 

in  diction,  144-147 

in  inquiries,  152,  153 
Concord, 

pronoun  with  antecedent,  339 

verb  and  subject,  361,  362 
Conjunctions, 

confused  with  prepositions,  375- 
377 

co-ordinating,  331,  332 

exercises  in  use  of,  332-335 

nature  of,  321,  322 

subordinating,  331 


Construction  of  sentence, 

change  of,  52,  53 

dangling,  53,  54 
Contact, 

sales  letter,  256-263 

sales  talk,  277,  278 
Contractions,  350 
Conviction, 

argument,  226-229 

sales  letter,  256,  257 

sales  talk,  278,  279 
Correlatives,  316,  317 
Courtesy, 

claim  letters,  205,  206 

collection  letters,  243-245 

inquiries,  155,  156 

wording  of  letter,  148-150 
Credit, 

basis  of,  234,  235 

importance  of,  234,  235 

open  account,  234 

turnover,  234 
Credit  letters,  234-241 

credit, 

granting,  235,  236 
refusing,  236-238 

exercises,  238-241 

extension  of  time,  239-241 

inquiries,  156 

opening  an  account,  235 

specimens,    36,    37,    156,     235- 
238,  240 
Customer, 

adjustment    claims,    207,    210, 
212.  217-220 

collections,  242-249 

in  a  sale,  279-283 

making  claim,  205,  206 

sales  letters,  257,  258,  264-268 


Dangling  participle,  54 

Dash,  uses  of,  406 

Debating,  230-233 

order  of  business,  230,  231 
order  of  speakers,  231 
organizing  a  society,  230 
questions  for  debate,  231-233 

Dependent  clauses, 
nature  of,  318,  319 
uses  of,  324,  325 


442 


INDEX 


Developing  ideas,  160-169 

coherence  by — 
arrangement,  184 
connectives,  185 
construction,  185 

comparison,  166 

contrast,  167-169 

details,  use  of,  162-164 

exercises,  161,  167,  169,  183-191 

illustration  method,  164-166 

importance,  160 

in  explanation,  196 

paragraphs,  connecting,  190 

time-order  method,  160-162 

unity,  182-184 
Dictation, 

dictating  machine,  1 1 

stenographer,  10 
Diction     (See    also     "Wording," 
"Words") 

colloquial,  49 

conciseness,  144 

courtesy,  148 

personality  shown  by,  147 

standard,  49 

suited  to  reader,  48,  143 
Dictionary, 

how  to  use,  42 

what  it  contains,  41,  42 
Discount,  237 

Display  advertising,  291-293 
Display  lines, 

advertising,  291-293 
Form,  293 

bulletins,  287-289 
Forms,  287-289 
Double  negative,  372 
Drafts, 

bank,  72-74 
Form,  73 

sight,  74 

time,  74     . 


Emphasis, 
letter,  133-135,  138-140 
paragraph,  points  that  attract 

attention  in,  188 
sentence,  methods  of  emphasiz- 
ing ideas  in,  59-64 
successive  sentences,  61,  62 
Enclosures,  77 ,  78 


Ending  of  a  letter,  manner  and 
importance  of,   138-140  (See 
also  "Letter,  parts  of") 
Envelope, 

Form,  125 

placing  of  stamp  on,  125 
Exclamation  point,  uses  of,  391 
Explanation, 

exercises  in,  196-199 

minutes,  199-201 

planning,  192-199 

presenting,  196-199 

written  reports,  201-204 
Exposition  (See  "Explanation") 
Extension  of  time,  239-241 


Filing,  431-435 
alphabetical,  433 
box  files,  431,  432 
folders,  162,  432 
geographical,  434 
purpose  of,  431 
subject,  434 
vertical  files,  162,  432 
Folding  the  letter, 
Forms,  123 
For  business  envelope,    122-124 
For  legal  envelope,  124 
Follow-up  letters, 
collections,  245-249 
demand,  246 
examples,  247-249 
explanation,  246 
notification,  245 
reminder,  246 
orders,  21 
sales,  273-276 

examples,  274,  275 
Formal  notes, 
acceptance,  179 
invitation,  178,  179 
regrets,  179 
Friendly     letters,     170-174     (See 

also  "Letters,  social") 
Function,  in  grammar,  319 

G 

Geographical  filing,  434 
Glossary,  413-423 


INDEX 


443 


Grouping  thoughts,  23-.31 
necessity,  23-25 
point  of  view  in,  23 

H 

Handwritten  form  of  letter,   106, 

107 
Heading  of  letter, 

abbreviations  in,  110,  111 

army  form,  122 

arrangement  of,  109,  110 

(late  in.  111 

placing,  109 

jjunctuation,  110 

street  numbers,  110 
Head-line, 

newspaper,  96,  97 

sales  letter,  259,  260 
Hyphen,  uses  of,  387,  409 


"If  clauses,"  365,  306 
Infinitive, 

nature  of,  313,  314 
of  to  be,  348 
Informal  notes,  174-178  (See  also 

"Notes,  informal") 
Information  letters, 

declining  information,  158 
exercises  in,  158,  159 
requirements  for,  156 
specimens,.  137,   138,   157,   190, 
191 
Inquiry  letters, 
credit,  156 

essential  qualities,  152-156 
clearness,  153-155 
conciseness,  152 
courtesy,  155 
specimens,  36,  37,  100,  107,  136, 
145,  152-156 
Inside  address, 
abbreviations,  114 
arrangement,  112 
placing,  112 
punctuation,  112 
titles  in,  112-114 
Introduction  letters, 
contents,  128 
exercises  in,  130,  131 


Introduction  letters — Continued 

replies  to,  129 

specimens,  129,  130 

tone,  129 
Inverted    order    of    subject    and 
predicate,  307 


Letter  form,  105-126 
envelope,  124,  125 
folding  the  letter,  122-124 

Forms,  123 
handwritten,  106,  107 
importance  of,  105 
letter-heads,  106 

Forms,  108 
parts  of  a  letter,   109-122  (See 

also  "  Letter,  parts  of,") 
stationery,  107,  108 
typewritten,  105,  106 
Letter-heads,  106 

Forms,  108 
Letter,  parts  of,  109-122 
beginning,  133-135 

adjustment  letter,  208 

importance  of,  133 

purpose  of  first  sentence,  133, 
134 

sales  letter,  257-261 
body, 116-118 
complimentary  close,  118 
ending, 138-140 

adjustment  letter,  209 

curt,  139 

importance  of,  138 

meaningless,  138 

participial,  139 

sales  letter,  270-273 
heading,  109-112 

army,  122 

letter-heads,  106     . 
Forms,  108 
inside  address,  112-114 
salutation,  115-116 

abbreviations  in,  115 

forms  of,  115 

placing,  115 

punctuation,  115 
signature,  119-121 
special  data,  121,  122 

dictator,  indicating,  121 


444 


INDEX 


Letter — Continued 

special  data — Continued 

enclosures,    calling    attention 
to,  121 

letter  subject,  122,  153 

person  addressed,  indicating, 
122 

postscripts,  121 
Letters, 

acknowledgment, 

claims,  209 

orders,  17-20 

remittances,  79 

specimens,  17,  IS,  47,  79,  148, 
158 
adjustment,  207-223   (See  also 

"Adjustment  letters") 
application,     82-91     (See    also 

"Application  letters") 
claim,  205-206 

how  to  make  a  claim,  205 

importance  of,  205 

specimens,  142,  150,  206 
collection,    242-252    (See    also 

"Collection  letters") 
credit,  234-241  (See  also  "  Cred- 
it letters") 
dictation,  10,  11 

dictating  machine,  11 

stenographer,  10 
folding,  122-124 

Forms,  123 
follow-up,    245-249     (See    also 

"Follow-up  letters") 
information,  156-159 

declining  information,  158 

exercises  in,  158,  159 

requirements  for,  156 

specimens,  137,  138,  157,  190, 
191 
inquiry,      152-156      (vSee     also 

"Inquiry  letters") 
introduction,  128-131 

exercises  in,  130,  131 

replies  to,  129 

specimens,  129,  130 
letter  form,   105-126   fvSee  also 

"Letter  form") 
official,   179,  180,  £0J  (See  also 

"  Official  letters  ") 
order,  12-16 

cautions,  13 


Letters — Continued 
order— Continued 

exercises,  14-16 

nature  of,  12 
recommendation,  127-128 

contents,  127,  128 

exercises,  130-132 

general,  127 

special,  127  . 

remittance,  77-79 

acknowledgment,  79 
sales,  253-276 

(See  also  "Sales  letters") 
social,  170-179 

example,  171 

formal  notes,  178,  179 

friendly  letters,  170 

informal  notes,  174-178 

paper,  170 

"parts"  of,  170,  172,  173 
Letter  subject,  122 

example,  153 
Like,  correct  use  of,  376 

M 

Messages,  4,  5 
Minutes,  199-201 

description  of,  199,  200 
example  of,  200,  201 
occasion  for,  199 
Misused   words   and    expressions, 

413-423 
Model  letters,   12,  18,  78,  79,  83, 
84,    106,   107,   129,   130,   138, 
153,   156,   171,  174,   177-180, 
189,  206,  210-212,  214,  216- 
220,  235-238,  240,  244,  245, 
247,  249,  255,  256,  264,  266, 
267,  274,  275 
Modifiers.  308-^309 
adjectives,  308,  309 
adverbs,  309 
dependent    clauses,    318,     319, 

322-324 
position  of,  314-316 
relative  clauses,  322,  323 
Money-orders,  65-67 
express,  65-67 

Form,  66 
postal,  67 


INDEX 


445 


N 


News  item, 
newspaper,  93 
sales  letter,  260 
Newspaper,  02-103 
departments,  103 
editorials,  lQO-102 
exercises,  93,  98-100,  101-103 
"featuring,"  94-96 
head-lines,  96-98 

exercises,  100 
how  to  read,  103 
"lead,"  94,  99,  100 
news  item,  93 
reason  for  reading,  92 
what  is  news,  92,  ^ti 
Non-restrictive  clauses,  401-404 
Note,  promissory, 
description  of,  77 

Form,  76 
Notes, 

formal,  178,  179 

acceptance,  179 

invitation,  178 

regrets,  179 
informal, 

acceptance,  17") 

condolence,  176,  177 

congratulation,  176 

exercises,  177,  178 

invitation,  174,  175 

regrets,  175 

thanks,  175,  176 
Noun 

collective,  349 
definition,  349 
possessive  of,  349 
proper,  349 


Objections, 

kinds  of,  280,  281 

overcoming  customers',  279-281 
Objective  case  of  pronouns,  338, 

348, 374 
Official  letters, 

exercises,  180 

form  of,  179,  180 

occasions  for,  179 


Oflficial  letters — Continued 

specimens,  180,  202 
Open  account,  234 
Opening  an  account,  235 
Oral. 

reports,  3-5  (See  also  "  Reports, 
oral  ") 

salesmanship,  277-285  (See  also 
"  Sales  talks  ") 
Order  letters,  12-16 

cautions,  13 

exercises,  14-16 

nature  of,  12 

specimen,  12 
Outlines, 

brief,  229,  230 

exercises,  27-31,  185,  189,  197- 
199,  222, 223 

first  outline,  192,  193 
revision  of,  194,  195 

paragraph,  28,  29 

usefulness  of,  28,  29 

where  to  begin,  192 


Paragraphing, 

necessity  for,  24,  25 
topic  sentence,  25 
exercises,  25,  26 
Paragraphs,  development  of,  160- 
169,  184-188  (See  also  "De- 
veloping ideas") 
Parenthesis,  marks  of,  407 
Participial, 

ending,  139,  140 
noun,  possessive  with,  351 
phrases,  punctuation  of,  396 
Participles,  310-313 
Parts  of   a   letter,    109-122   (See 

also  "  Letter,  parts  of") 
Period,  uses  of,  391 
Persuasion, 
argument,  224 
collection  letters,  243-245 
sales  letters,  257 
sales  talk,  279-281 
Planning    an    explanation,    192- 
195   . 
first  plan,  192 
revision  of,  194 


446 


INDEX 


Planning  an  explanation — Cont'd 

points  to  consider,  192 

requirements,  formal,  195 
Plan  of  letter,  133-140  (See  also 
"Letter,    parts     of,"    "Let- 
ters") 
Plan  of  whole  composition,  27-31 

exercises,  27-31 

outlining  plan,  28,  29 

point  of  view,  27 
Politeness  in  business  letters,  148, 

149 
Possessive, 

noun  forms  of,  349,  384 

pronouns,  349 

with  verbal,  350 
Predicate  of  sentence, 

definition,  306 

position  of,  307 
Prepositions,  372-377 

confusion    of    preposition    and 
conjunction,  375-377 

lists,  373,  374 

meaning  of,  372,  373 

pronouns  after,  374,  375 
Promissory  note,  77 

Form,  76 
Pronouns, 

agreement  with  antecedent,  339 

definition  of,  336 

indefinite  reference,  342,  343 

objective  case,  338 

ref  erenceto  antecedent ,  34 1-345 

with  verb  to  be,  346-348 
Pronunciation, 

exercises  in,  42,  43 

how  to  learn,  42 
Proof,  226-228 

evidence,  227 

in  argument,  226-228 

in  sales  letters,  265-269 

reasoning,  226 
Proofreader's  corrections,  438 
Prospect,  277,  278 
Punctuation,  390-412 

comma,  391-399 

exclamation  point,  391 

exercises  in,  392-401 ,  403-412 

needof,  390,  391 

period,  391 

question  mark,  391 

semicolon,  400 


Qualities  of  a  business  letter,  133- 
151  (See  also  "  Clearness," 
"Coherence,"  "Conciseness," 
"  Emphasis,"  "  Unity.") 

Question  mark,  391 

Questions  for  debate,  231-233 

Quotation  marks,  407,  408 


R 


Recommendation  letters, 
contents,  127,  128 
exercises  in,  130-132 
general,  127 
kinds,  127 
special,  127 
Refutation,  228,  229 
Relative  pronouns, 
nature  of,  322-324 
restrictiveornon-restrictive,402 
troubles  with,  345,  346 
Remittance  letters,  77-79 

specimens,  78,  79 
Remittances, 

acceptances,  74,  77 

Form,  75 
acknowledgment  of,  79 
checks,  67-72 

Forms,  68-71 
drafts,  72-74 

Form,  73 
exercises,  80,  81 
forms  seldom  sent  by  mail,  65 
money-orders,  65-67 

Form,  66 
promissory  note,  77 
Form,  76 
Reports, 
oral,  3-5 
accuracy, 4 
clearness,  4 

exercises,  5-9,  22,  29-31,  80, 
81,90,91,98-103,126,131, 
132, 150,  151, 159, 161-167, 
169,173,181,  183,  184,188, 
191, 220-222 , 249-25 1 , 283- 
285 
written,  201-204 
clearness,  201,202 
example,  203 


INDEX 


447 


Reports — Continued 
written — Contmued 
purpose  of,  201 
reference  to,  202 
Restrictive  clauses,  401-404 
Rhetoric  of  the  sentence,  32-40, 
51-54  (See  also  "  Coherence," 
"  Emphasis,"  "  Unity  " 
Rules  for  spelling, 
final  consonant,  382 
final  silent  e,  380,  381 
final  >>,  381 

words  in  ce  and  ge,  381 
words  in  ei  and  ie,  381 


Sales  letters, 

characteristics,  254 
clincher  in, 

examples,  256 

exercises,  273 

form  of,  271,272 

tone  of,  270,  271 
contact, 

concreteness,  258,  259 

criticism  of,  256 

curiosity,  appeal  to,  259-261 

example,  255 

exercises,  261-263 
conviction  in, 

concrete  proof,  265-267 

description  as  aid  to,  264 

example  and  comment,  256 

exercises,  268,  269 

kinds  of  proof,  267-269 
definition,  253 
follow-up,  273,  276 
parts,  255-273 
persuasion  in, 

appeals,  269 

example  and  comment,  256, 
257 

exercises,  270 

inducements,  269,  270 
purpose,  253 
securing  action, 

clincher,  270-273 

conviction,  264-269 

follow-up,  273-276 

persuasion,  269,  270 


Sales  letters — Contmued 

specimens,   189,  255,  256,  2()4, 

266,  267,  274,  275 
subjects  for,  263 
Salesman, 

manners  of,  277,  278  (See  also 

Sales  talks") 
use  of  speech,  1 
Salesmanship,  methods  of, 

advertising,  286-304   (See  also 

"Advertising") 
letters  253-276  (See  also  "Sales 

letters") 
oral,  277-285  (See  also  "Sales 

talks") 
Sales  talks,  277-285 
clincher  in,  281 
contact,  277-279 
definition,  277 
example,  282 
exercises,  283-285 
persuasion,  279-281 
practice  in,  283 
Salutation  of  letter,  115,  1 16 
abbreviations,  115 
forms  of,  115 
placing,  115 
punctuation,  115 
Secretary, 

outlineforwork  of,  193-195 
use  of  speech,  1 
Semicolon,  uses  of,  400 
Sentences, 

coherence,  51-59 

clearness,  51 

construction,  change  of,  52 

exercises,  51-59 

thought,  change  of,  53-56 

sequence  of  tenses,  56-59 

subject,  change  of,  51 
emphasis,  59-64 

choppiness,  62 

climax,  60 

exercises,  62,  63 
kinds,  305-332 

complex,  318-325,  327-331 

compound,  325-327,  331,  332 

simple,  305-317 
unity,  32-40 

comma  blunder,  34-36 

dividing  the  thought,  32-34 

necessity  for,  32 


448 


INDEX 


Sentences — Continued 

subordination,  38-40 

too  many  ideas,  36-38 
Series,  punctuation  of,  394 
Shall  and  will,  correct  use  of, 

indirect  quotation,  363 

questions,  362 

simple  future,  359-361 

volitional  future,  359-361 
Should  and  would,  correct  use  of, 

363 
Signature  to  letter,  119-121 
Forms,  120 

corporate,  119 

importance  of,  1 19 

placing,  119 

punctuation,  121 

stamp,  119 

typed, 119 

woman's,  12,  121,  206 

writer's  position,  statement  of, 
119 
Simple  sentence, 

definition,  305,  306 

predicate,  306 

subject,  306 
Social  correspondence  (See  "Let- 
ters, social ") 
Speech, 

beginnings  and  ends  of  words,  2 

clear  speaking, 
means  of,  1-3 
necessity  of,  1 

pleasant,  2 

vowel  sounds,  2 
Spelling,  378-388 

hyphen,  use  of,  387 

lists,  379,  380,  384-387 

misspelled  words,  378-380 

possessives,  384 

rules  for,  380-383 

terms  used  in  business,  386 
Stationery,  107,  108 

business  letters,  107,  108 

friendly  letters,  170 

official  letters,  179 
Study  the  goods, 

sales  letter,  265 

sales  talk,  278,  279 
Subject-filing,  434 
Subject  of  sentence, 

change  of,  51,  52 


Subject  of  sentence — Contimied 

definition,  306 

position  of,  307 
Subjects  for  sales  talks,  284,  285 

(See  also  "Sales  letters") 
Subordination, 

exercises  in,  328-33 1 

reason  for,  327 
Synonyms,  46-48  (See  also  "Glos- 
sary ") 


Telegrams, 

exercises,  430 

kinds  of,  429 

nature  of,  428 
Telephone  conversation,, 

exercises  in,  213,  220,  221,  246, 
247,  249 

principles  of,  9,  10 
Tense,  355-365  (See  also  "Verb") 
Titles,  writing  of,  408 
To  be,  pronouns  with,  346-348 
Transitions  (See  "Coherence") 
Turnover,  234 

Typewritten  form  of  letter,   105, 
106 

U 

Unity, 

letter,  135-137 
paragraph,  182-184 
sentence,  32-40 


Verb,  353-368 

in  "if  clauses,"  365,  366 
intransitive,  310 
nature  of,  309,  310 
number,  361,  362 
proper  form,  353-355 
tense,  355-365 

future,  356,  359-365 

future  perfect,  356 

meaning,  355 

past,  355 

past  perfect,  356 

present,  355 

present  perfect,  356 


INDEX 


449 


Verb — Continued 
tense — Continued 

sequence    of,    in    dependent 
clauses,  56-5!) 
transitive,  310 
Verbal,  possessive  with,  351 
Vertical  files,  162,  432 

W 

Which,  correct  use  of,  345 
Who,  correct  use  of,  345,  346 
Whom,  correct  use  of,  345,  346 
Wording,  advertisements,  294-296 
(See  also  "Advertising") 
bulletins,  287-289 


Wording — Continued 

letters  (See  also  "Letters'") 
conciseness,  144-147 
connectives,  141-143 
courtesy,  148 
for  the  reader,  143 
importance,  141 
individuality,  147 
Words, 

dictionary,  41,  42 
misused,  48,  413-423 
pronunciation,  42,  43 
specific,  43-45 
synonyms,  46-48 
tone  in  diction,  48-50 
unfamiliar  meanings,  45,  4G 
Written  reports,  201-204 


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